Investigates whether teachers behave in ways consistent with their theoretical orientation to reading during reading instruction. Finds that a majority of the teachers did not teach reading in a manner consistent with their self-reported theoretical orientation. (RS)

Discusses the concept of social capital, which enables teachers and caregivers to invest themselves affectively, through their behaviors, in the instruction and development of young children. Presents five dimensions of social capital which increase the chances of teaching effectiveness. (NH)

Finds that, among five Zuni and Anglo primary teachers in Zuni Pueblo, ethnic group membership did not determine the extent of culturally congruent teaching behaviors. Suggests that ethnicity goes beyond mere ascription to encompass life experiences, language fluency, and cultural expertise. Contains 24 references. (SV)

Maintains that diversity enriches child care programs. (BB)

Investigates the manner and the degree to which science teachers consider the nature of the subject matter in their decision making when they plan and deliver instructional tasks. Considerations for student development, curriculum guide objectives, and pressures of accountability dominated decision making. (Author/YP)

Discusses aspects of using anecdotes in the classroom including vividness, the downside, high inferential risks, and low inferential risks. Reviews research underpinnings. (MVL)

Examined are issues surrounding allegations of abuse in independent residential schools in Great Britain. The article focuses on the process of placing students in residential schools, protection of the rights of students, procedures for handling complaints of abuse, and proposed measures which can ensure the rights of students. (Author/JDD)

This study examined effects of a self-assessment procedure on the behaviors and thoughts of 26 preservice student interns in a special education graduate program at the University of Florida. Analysis indicated that self-assessment had no impact on interns' teaching behaviors when compared to traditional supervisory practice but did help identify…

Maintains that academia has not escaped the litigious nature of the current U.S. social climate. Cites pivotal U.S. Supreme Court cases on academic judgment and reviews lower court cases where students challenged their assigned grades. Provides suggestions for lessening the likelihood of litigation. (CFR)

Student and teacher perceptions of differential teacher behavior toward good and not-so-good students were studied for 529 Dutch elementary school students. Students and teachers agreed that low-achieving students got more teacher support, but they differed in their views of amounts of praise and criticism. (SLD)

A survey of preservice and inservice teachers indicated high levels of expressed satisfaction with their special education methods course that focused on precision teaching. Approximately 50% had used the procedures since completion of the course in the content areas of geography, math, reading, science, vocabulary, spelling, sight vocabulary, and…

Discusses development of Post-Traumatic Stress Disorder (PTSD) in children living in violent homes and communities. Discusses the role of teachers in creating classrooms that feel safe. Notes the importance of relearning safety to children who have PTSD. Describes strategies to create feeling of safety in the children. (BAC)

Reviews four influential books on action research that highlight the self-reflective process of examining contradictions in personal beliefs to improve practice, noting that personal beliefs and experiences underlie action research, and those conducting the research live it as they consider whether the ideals match with their actions. (SM)

Reports on the use of participant modeling in a study of 56 college-level students to reduce fear of laboratory rats. Discovers that even mild exposure reduced fear significantly. Finds that women were more fearful initially but that their fear reduction was equal to that of men. (CFR)

Focuses on sexual harassment as experienced by high school females in Canada and examines the deleterious effects of this behavior on their education. The author suggests how educators can make high school a more equitable place for female students. (GR)