The authors report on their attempt "to design and try out objective checklists upon which an observer/rater can note specific teaching behaviors in the classroom" and on a study utilizing such a checklist for noting teacher's contingency management behaviors in grade school classrooms." (Author/LS)

Provides some useful hints on the organization of the first day of school. (AN)

Recognition by teachers of the qualitative nonverbal and verbal dimensions of communication should enhance their ability to relate to all students. (Author)

Instructors continually asked lower level and memory questions despite efforts to change their behaviors by encouraging the use of analysis, synthesis, and evaluation questions. (AL)

Lists typical responses by educators to the demand for professional accountability and states that a good accountability system would help increase professionalism. (Author)

A successful way to implement meaningful curriculum change is presented. (CK)

Study found that teachers familiar with certain books on curriculum development used higher cognitive level questions than those unfamiliar with the books. (RT)

Teaching techniques designed to overcome six types of behavioral problems are given along with supporting examples. (EJS)

The Educational Description Questionnaire, which contains items describing student involvement behaviors, was developed for this study which tests the hypothesis that students perceive these behaviors as a dimension of teacher behavior. (Author/CT)

The author considers the role of teacher attention, attention span, reading, and hyperactivity in the creation and remediation of learning disabilities (LD). He suggests that LD classes which focus on deficits and errors may be maintaining or increasing these behaviors; and that hyperactivity can be be remediated through operant techniques. (CL)

Discusses implications of the logical relationships among three types of knowing distinguished by Harry Broudy: knowing that, knowing how, and knowing to. (SS)