Notes discrepancies between what middle grade teachers thought they should do and what they were doing as far as grouping practices in reading instruction (both multiple groupings and individualized programs). Indicates the need for more teacher training in how to use objective data when making instructional decisions. (RL)

To explore the noncognitive impact of teachers on their students, a review of teacher behaviors and interpersonal variables influencing teaching effectiveness is presented. Four pupil traits are explored--sex, social class, achievement level, and classroom seating--which relate to discrepancies in the frequency and quality of teacher behavior.…

Investigating student responses to a Classroom Behavior Survey, researchers were able to discriminate between high and low achievers in two courses of differing instructional design. Prediction of students' levels of achievement was based on student ratings of teacher behavior and teacher characteristics. Implications are presented for curriculum…

Reading instruction and its effects were examined for 105 students in elementary classrooms for the learning disabled. Extensive detailed observations of students, teachers, and instructional material were used to explore the plausibility of a causal model of the effects of reading behaviors and instruction on students' reading performance.…

Teacher personal control was investigated by comparing the responses of teacher trainees with those of practicing teachers. The responses of teachers with more than five years experience indicated a significantly higher sense of personal control than either teacher trainees or teachers with less than five years experience. (Author/JN)

Evaluated the effectiveness of an in-service science program, designed to introduce the Science Curriculum Improvement Study (SCIS) to 35 elementary schools, by measuring teachers' (N=168) use of living materials available from the school district's resource supply center. Findings include no significant increase in material usage by workshop…

Examines the extended metaphor of "burnout" as it applies to the teaching profession. Examines three ancient Celtic invocations for the better tending of fires, which reveal ways that teachers can burn with enthusiasm without burning out from apathy. (RL)

Assertive Discipline (AD) advocates a systematic approach which enables teachers to set firm, consistent limits for students while remaining cognizant of students' need for warmth and positive support. This article describes effective and ineffective teacher disciplinary behaviors, AD competencies, and the implementation of AD at Rice Elementary…

A study is discussed that examined: the instructional weaknesses and strengths of a teacher education curriculum course, the specific teaching behaviors that students liked and disliked, and specific recommendations which students felt would promote greater teacher effectiveness and improve learning. (Author/MLW)

This report presents an analysis of data from an experimental study of teaching effectiveness. Results indicated that both the format and the experimental treatment influenced classroom processes. (JN)

Stating that there is a difference in acceptable behavior for female and male trainers, the author offers guidelines for constructive classroom leadership styles for women. She describes the most frequent problem areas (establishing authority, the feminist issue, use of humor, and profanity) and how to deal with them. (MF)

Identifies and explains five widespread myths related to the what and how of evaluation in English student teachers. Describes a multiphased cycle or process aimed at helping teachers identify teaching problems, receive data from supervisors, and develop solutions that produce self-directed teachers. (FL)

Reports a research study of the different perceptions of teacher effectiveness of Black students and White students in junior and senior high schools. (EF)

Faculty recalcitrance is seen as a barrier to college use of instructional technology, since faculty are often locked into their own instructional systems. Course development, investment returns, faculty conservatism and the research university, and policies and practices to facilitate the use of instructional technology are discussed. (MLW)

Disruptive pupil behavior increased during teacher-initiated transition time as opposed to nontransitional time. Procedures for structuring transitions to increase time-on-task and maintain smoothness and momentum are described, and teachers' conceptions of time and classroom time flow are discussed. (Author/RD)