Reports a study of teacher question-asking behavior as a means for initiating intellectual operations in students. (NH)

Describing self image as a cumulative process, learned from one's environment and relationships with others, the author lists specific classroom activities and behaviors whereby teachers can help students change their self concepts. (SK)

To describe the procedures that teachers in classrooms using manual communication employ in order to get and maintain student attention, four secondary teachers were videotaped on three occasions over a two-week period. The use of a mixture of deaf adult signing behavior and spoken discourse markers is reported. (Author)

Considers the question of appropriate dress for teachers. (SJL)

Informing a teacher prior to an observation had minimal effect on classroom verbal behavior. Teacher verbal classroom behavior was found to be more like the perceived ideal when an observer was present in the classroom. (Author/RC)

Nonverbal behavior tended to reflect whether a teacher was dissembling or truthful. When being truthful, teachers revealed their underlying affective states; but when lying, there was no difference in nonverbal behavior according to affective state. Teachers' nonverbal behavior also tended to occur differentially according to the publicness of the…

A study to examine on-the-job behaviors and attitudes of teachers compares years of experience, teaching area, and use of instructional media in the classroom, in assignments, and in student evaluations. (Author/LS)

The hypothesis that teacher level of self-actualization would predict the consistency between teacher pupil control ideology and behavior was tested in this study. (Author)

Describes the author's recent out-of-classroom experience which got him thinking about teaching, about school literacy experiences, and about the way that truly skillful teachers are probably the best listeners, who recognize their own skillfulness and are able to share their expertise with their students. (SR)

Finds that the high percentage of spontaneous, contextual activities used to teach phonic relationships in preschool classrooms dropped off dramatically when children entered kindergarten and the primary grades, where instructional experiences were mostly explicit. Shows that a combined approach to teaching phonics was observed only infrequently.…