Educational Leadership/Research Supplement, v3 n1 Oct 1969. Paper presented at the American Educational Research Association, February 7, 1969, Los Angeles, California. Research supported by U.S. Office of Education.

Determined reliability/usefulness of a simple anxiety measure administered to 2,068 grade eight and nine students. Also found relationships between anxiety and such classroom characteristics as participation, teacher support, and competition. Suggests use of the measure in guiding teachers to change classrooms to reduce student anxiety. (JN)

A metatheory for teacher development was used as part of a college course on teacher evaluation for supervisors. The metatheory provides a way of examining both independent and interactive effects of teacher characteristics, environmental variables (such as supervisory strategies), and task variables to link teacher development with the complexity…

Unlike earlier studies of differences in teacher behavior associated with differences in student characteristics, these two studies also examined the effects of student behavior, represented by hypothetical classroom problems presented to teachers. Analysis suggests that teacher behavior is affected more by immediate student behavior than by the…

White teachers were observed to be more favorable in their instructional behaviors toward Black children than were Black teachers, and Black teachers were more favorable toward Whites than were White teachers. Black teachers who favored desegregation and cultural diversity, however, were more positive toward Black children than were White…

These two reaction papers provide a synthesis of the issues raised by the papers presented in this issue of the "Elementary School Journal." Each reaction paper approaches student variables from a different vantage point, and each brings a novel and imaginative perspective to the study of students in the classrooms. (MP)

Tests 191 elementary school teachers in northern Israel for the relationships among locus of control, traditional and progressive educational attitudes, and related teaching behaviors. Finds external and internal locus of control explain the variance in traditional and progressive attitudes, respectively, and teaching behaviors. (Author/LC)

Factors which affect communication with teachers via curriculum guides include how authors and readers conceptualize educational practice and teaching and audience characteristics. Although each of the predominant forms of discourse (persuasive, descriptive, theoretical) used to communicate practice prescriptions for teachers is flawed, the three…

Trained observers visited classrooms taught by university lecturers receiving either low, medium, or high student ratings. The observers estimated the frequency of occurrence of 60 specific, low-inference teaching behaviors. Significant differences were found for 26 individual behaviors. Three factors (clarity, enthusiasm, and rapport) differed…

Shortcomings of contingency management techniques used for student discipline are delineated, and personal construct studies with some pertinence to classroom reprimand are reviewed. Behavior science specialists should be involved in the constructivist approach, which considers the individual psychological frameworks that students and teachers…

A comparison of resident and faculty teaching behaviors found that predominant overall behaviors were responding to student questions and addressing psychosocial and problem-solving issues. Residents spent more time at the bedside and saw more patients in their sessions. The roles are seen as complementary and not duplicative. (Author/MSE)

The self-esteem and perceived personal acceptance by the teacher of 18 nonhandicapped and l2 trainable retarded students were studied in a mainstream junior high setting. Students in the cooperative condition had the highest self-esteem and perceived the most personal acceptance. Handicapped students reported higher self-esteem than nonhandicapped…