An attempt to introduce assessment in a program of microteaching for pre-service Saudi-Arabian teaching led to the formulation of prescriptive categories of teacher behaviors. Behaviors involving "warm-up,""revision and linkage,""situational presentation,""modeling," and "class practice" were…

This article presents a school-based model for creating a synthesis of behavioristic and humanistic technologies. Examples from the author's work as a teacher and consultant are combined with an examination of associated research findings to demonstrate the pratical application of such a synthesis. (Author)

Reviews factors considered by courts in judicial decisions concerning teachers involved in criminal offenses relating to alcohol and drug violations, larceny, theft, shoplifting, gambling, and manslaughter. The courts have held that when criminal conduct shows a connection between the offense and the teacher's effectiveness then cause exists for…

Three undergraduate students were observed and trained through a two-way audio-video telecommunications system to use prescribed teaching tactics with preschool-aged handicapped children. Televised graphic feedback alone was insufficient in producing desired changes in teacher behavior, but televised graphic feedback plus televised verbal…

Investigated a beginning mathematics teacher's beliefs about problem-solving while finishing preservice training and how these beliefs affected, and were affected by, the first three months of teaching. Analyses revealed conflicts between the teacher's idealism and the reality of classroom practice, as students were not always receptive to…

Concludes that teacher enthusiasm training is effective in increasing levels of observable teacher enthusiasm and that teachers so trained had an effect on their students' attitudes toward reading. (FL)

The study showed that graduate study has a positive impact on the professional practice of teachers. Participants said that they felt more knowledgeable, more confident, and more analytical about their own and others' viewpoints and more aware of the importance of their own role in curriculum decision-making. (RM)

Relationships between the clarity behaviors of preservice teachers and the dual outcome measures of student achievement and satisfaction were examined. The high and relatively low-inference measures of teacher clarity correlated highly, and both were significantly and positiveley related to postinstructional measures of student achievement and…

Reviews and analyzes science education research completed in 1982. Areas considered include: student and teacher characteristics and behavior; instructional strategies and environment; instructional materials and technology; curricula and programs; teacher education; research and evaluation practices; and science education policy and practice. (JN)

Recommends to teachers practical and theoretical strategies, based on everyday classroom interactions, for dealing with the troubled child and for treating children as individuals. Suggests a closer professional relationship between teachers and supervisors, administrators, and academicians for appreciating teachers' roles and managing stress and…

Educating youth about the goals of the social/cultural system in which we live is largely the responsibility of teachers. Enthusiastic and dedicated teachers are able to transform the classroom into a place where the values, habits, and patterns of behavior that are a part of this culture are passed on to the future generation. (MD)

Four teachers suggest a number of research topics they believe deserve investigation, including grammar instruction and teacher effectiveness. (RBW)

Affective item findings from two national assessments (N=2500 for 1977 assessment; N=2000 for 1983 assessment) are reported and compared. Areas examined include attitudes toward teaching procedures, action of science teachers, current science teacher, and science class. Lists of characteristics of exemplary programs and behaviors of exemplary…

Describes the characteristics of effective reading programs and presents implications for the improvement of reading instruction. (HOD)

Identified and described (using a slight modification of Flander's interaction analysis categories) the nature of biology, chemistry, and physics teachers' verbal behaviors exhibited during science instruction. Results indicate that verbal behaviors are dominated by teachers in the study (N=24), with students remaining mostly passive. (JN)