Investigation supported by U. S. Office of Education Contract, OEC-6-10-108.

This paper advocates the use of political power and collective bargaining by teachers to improve public education. The following are listed as reasons why collective bargaining has not been very successful: (a) collective bargaining was not designed to accommodate the needs and commitment of professional employees; (b) there is no national policy…

This report describes four experiments concerned with the effects of lecturer's degree of eye contact upon his teaching effectiveness, determined by the degree of audience retention of his message and by the audience's rating of the lecturer. In the first experiment, a male lecturer addressed small groups of female students in a laboratory…

Presents tips for the teacher on how to begin a new school year. (CM)

Values are essential for the improvement of instruction because values are the source of and support for teacher behavior and values bring consistency and commitment to that behavior. (Author/IRT)

Represents and assesses critical dimensions of individual innovation adopters and proposes use in a school setting. (Author)

About 90 percent of the total impact of a message will come from its nonverbal aspects. Nonverbal communication must be viewed in the total context of a situation. (JOW)

A study of three math teachers revealed some differences in classroom management skills. Students had a clear preference for an orderly, efficient classroom. Five techniques that can improve classroom management are described briefly. (MT)

The study investigated whether special education teachers exhibit different instructional behaviors when teaching concepts, teaching facts, or having children practice what has been learned. Teachers did not present uniform behaviors across Ss. They did display some uniform behaviors across learning tasks, attempting to motivate students and…

Forty-six special education teachers completed a questionnaire on factors significantly correlated with general efficacy and self-efficacy beliefs. Results indicate no significant correlation of general efficacy with any of the variables analyzed. However, six items: years employed, school level, class size, class structure, teacher role and…

The study examined effective and less effective teachers (N=28) of special education students as differentiated by their direct instruction practices. Analyses of teacher behavior indicated that more effective teachers maintained a brisker lesson pace, had higher student accuracy, and prompted rather than told correct answers following student…

A detailed account of Flanders System of Interaction Analysis as an instrument for collecting teacher behavior data. (JA)