Assesses inservice training as a strategy for bringing about change in schools. The concepts of the change process serve as a theoretical base for identifying three approaches--workshops, organizational development, and action research--to inservice education that appear to have the greatest potential for effecting change. (Author/IRT)

Research related to creativity in movement is discussed, with specific attention directed toward behavioral definitions of creative movement processes and the development of teacher behavior intended to elicit creative movement performance. (CB)

Three studies are reviewed that focus on teacher utilization of the Movement Process Category System, a component of the Purpose Process Curriculum Framework, for planning instruction. (CB)

Simultaneous communication used by four teachers in formal lessons was investigated, to determine the extent to which signs and speech matched and to delineate factors predicting communication behavior. Simultaneous communication was found to be sign-driven or speech-driven depending on factors such as student comprehension, teacher's expertise,…

Presents a method for monitoring teacher questioning. Argues that observers can improve a teacher's questioning technique by noting the types of questions asked by the teacher, the distribution of questions among students, and which students ask and answer questions. (MM)

Classroom teachers serving handicapped students in the mainstream often need to make instructional modifications. This article discusses reasons for teacher resistance to instructional modifications and provides strategies that consultative staff can use to prevent or reduce resistance. Expectancy theory is used to provide a framework for…

This study evaluated the relative effectiveness of two forms of performance feedback with 27 college juniors enrolled in a training program for teachers of mildly handicapped students. Computer-based feedback was demonstrated to be more effective than the traditional field note approach in influencing students to alter their teaching behaviors.…

A discussion of student ratings of faculty looks at problems in measurement and interpretation, including such factors as the ability of raters to evaluate complex behaviors, the salience of personal characteristics in judging task performance, and emphasis on the students as consumer. (Author/MSE)

Explores teacher-centered instruction in higher and precollegiate education, a common practice despite professors' freedom from the precollegiate classroom's structural limits. Considers organizational incentives, the cultural traditions of schooling, and socialization as explanations. Suggests that reformers understand why teacher-centeredness…

Offers a brief overview of children's speech development, discussing positive attitudes toward stuttering and outlining strategies for appropriate interventions by teachers and other adults. A checklist of factors to consider in making a referral for stuttering is provided. (KS)

The article describes different types of teacher expectations and expectation effects, particularly on minority students. Evidence for the existence of expectation effects is reviewed. Descriptions of behaviors associated with teacher expectations are summarized and recommendations are made for enhancing the learning environment for all students.…

Examines the viability of a construct, Substitutes for Leadership, for understanding and explaining principal influence potential. Interview data were collected to determine whether leadership substitutes exist in the school setting. These data indicated that substitutes may potentially limit principal influence on teachers' work agendas,…

An area of war rarely recognized by the mainstream of peace education is the war against women, composed of direct physical violence and indirect (structural) violence. Teachers must find or develop materials and teaching methods that will provide alternatives to sexism and violence in daily life. (RM)

Investigated factors which influenced teachers' (N=5) behaviors during the implementation of an audio-tutorial freshman college biology course in a high school setting and developed a structural model showing the interrelationships of these factors. (JN)

This study compared 46 teachers who were trained in and implemented mastery learning techniques with 50 similar teachers who were not trained to see if mastery learning changed the explanations they offered for their effectiveness. The results are set forth and implications for staff development are drawn. (Author/MT)