A study investigated the impact of training and reflective frameworks (concerning effective instruction and problem solving) on reflective patterns of seven preservice special education teachers. Results indicated that the effective teaching frameworks had minimal impact on problem solving. However, direct training and use of a problem-solving…

The Family-Centered Behavior Scale assessed perceptions of 443 parents/caregivers of special needs children [126 with emotional and behavioral disorders (EBD)] of the importance and frequency of family-centered behaviors of professionals, primarily special education teachers, social workers, and physicians. Parents agreed on the most important…

Argues that students must have time to experience and respond to (not about) literature. Discusses influences that obstruct this. Outlines eight ways teachers can promote reading as an aesthetic experience, including: give students reading choices; model what it means to be a reader; read aloud to students; allow class time for independent…

Previous research showed associations between students' perceptions of teacher interpersonal style and several variables. This study examined associations between the students' perceptions and judges' ratings of interpersonal aspects of videotaped teacher behavior. Survey data indicated that there were strong correlations between students'…

Investigated the perceptions and experiences of English secondary school teacher trainees in relation to adult-adult bullying in school. Survey data indicated that most respondents did not experience bullying. The highest levels of perception of bullying were among younger female respondents. Bullying occurred both in the training institution and…

A study with 105 middle, junior high, and senior high school teachers evaluated the psychometric properties of the Problems in Teaching Scale, which assesses teachers' strategies for coping with stressors. Teachers indicated how they coped with three school stressors. Results show that three dimensions underlie the scale, and these dimensions tend…

Study correlated teacher characteristics derived from qualitative methods (interviews, observation, etc.) with results produced by quantitative methods (measurement of eye contact, facial expressions, voice level). The teachers' commitment to their students' learning was reflected in their adaptable and effective classroom behavior. (MJP)

A study examined two strategies for increasing the accuracy with which five elementary teachers implemented a peer tutoring intervention for students with reading difficulties. Four teachers implemented the intervention at levels substantially above baseline during the performance feedback condition. Student reading comprehension scores improved…

According to the Supreme Court of Canada, when a teacher's conduct out of the classroom impairs the integrity of the education system, the values it instills, and the public's confidence in the education system and its teachers, the employer school board is obliged to take disciplinary action, even if the conduct is not criminal. Five examples are…

Assessed the impact of school organizational characteristics on outcomes of a teacher health behavior change program. Organizational, dietary, and psychologic data from intervention and control schools indicated that teachers at intervention schools with high organizational climate, organizational health, and job satisfaction reported better…

Argues that teacher memories of childhood and early schooling have an impact on teachers' motivations, expectations, and values in the classroom. Examines how memories of early learning and schooling can influence the application of developmentally appropriate practice in the early child classroom in three important areas: learning environments,…

Describes a multifaceted study that combined quantitative and qualitative approaches to educational research to investigate the behaviors and perceptions of preservice teachers as they assessed the work of an imaginary eighth grader. Summarizes findings and suggests that the mixed-methods model contributes new understandings not possible with…

The extent to which teacher expectations, disconfirming information, and parental involvement affect teacher judgments was examined among 147 Canadian preservice teachers who assessed an imaginary eighth grader's progress over a 10-week period. The student's final grade was significantly affected by teacher expectations based on socioeconomic…

An account of three researchers' efforts to make sense of preservice teachers' assessment practices reveals how methodologically diverse investigations emanated from the context of a single study. Developments, findings, and warrants that characterize this inquiry are presented, as well as arguments describing this study as exploratory,…

Examines the gender gap in classroom interactions between teachers and students in eight English secondary schools, focusing on the views of teaching staff, the perspectives of Year 11 students, and observations of teacher-student interaction in the classroom. Suggests that boys and girls are treated differently in many classrooms. (CMK)