A test battery was developed to measure teachers' multiple attention and vigilance skills. These are believed to be related to successful classroom management. Measurements were compared with observed teacher management behavior. (RB)

The author presents objections to Clandinin and Connelly's 1987 interpretation of his work, the most important being a disagreement over the relationship between knowledge and action. Stating that they use a faulty typology in describing his work as "logistic," the author contends that his knowledge-action relation is problematic rather…

Drawing on a four-year study of teacher explanation of skills and strategies during elementary reading instruction, this paper identifies and describes properties which distinguish the explanations of more effective teachers from those of less effective teachers. Excerpts of lesson transcripts are used to illustrate these properties. (Author/MT)

States that a teacher-researcher is an observer, a questioner, and learner. (DF)

Critiques James Sanders' argument that differences in teacher behavior do not significantly affect student achievement levels. Finds empirical research inevitably inadequate for contributing to knowledge of cause and effect in the classroom. Suggests that teacher education helps develop conceptual finesse to enable teachers to make their own…

Teachers of gifted students should operate within a flexible, team-organized framework that exemplifies adult collaboration, overseeing a multiaged heterogeneous pupil grouping system. Teachers should exhibit enthusiasm, self-confidence, "stage presence," commitment to their own learning, and unique professional styles. (CL)

It is time for a new theory of values education which should identify ideas worthy of being passed on, address the process by which values are internalized, view teacher behavior as a major carrier of values, assess how classroom processes influence students, and examine content taught for the values embedded therein. (MT)

Describes research conducted at a school for deaf children which combined microanalysis of the communicative behaviors of individuals with the sociocultural analysis of groups within one institutional setting. Three factors were found to have most influence on the teacher's communicative behavior during the recorded interactions with the children.…

Analysis of the amount and type of teacher verbalizations to five blind preschoolers in intervals preceeding social initiations, during sustained interaction, and during periods of noninteraction suggested that teachers can facilitate interaction between blind preschoolers and their peers. (CL)

The literature on wait time is reviewed and effects on students described. Different training procedures used to increase wait time are compared. The appropriateness of extending the wait time for students with special needs is also discussed. (MT)

Two treatments--lecture and discussion about legal responsibilities toward the handicapped and a handicapped student simulation activity--promoted adaptability and flexibility in lesson plans in 117 regular secondary education undergraduates despite lack of evidence that the adaptations were integrated into lesson plans for the whole class. (CL)

Data generated from a survey of 1,637 school personnel indicated that only 31 percent of the suspected abuse cases and 30 percent of the suspected neglect cases were ever reported. Personal biases and myths were rationales offered for not reporting in 68 percent of the comments. (Author/CL)

In two studies regular elementary classroom teachers were observed as they interacted with (1) nonhandicapped high achievers, (2) nonhandicapped low achievers, and (3) mildly handicapped students. It was concluded that, despite varied student-teacher interaction, there is no strong evidence that general preferential treatment is consistently…

Presents a theoretical framework developed by Rudolf Dreikurs in tabular form that can be easily used in suggesting appropriate action for a particular type of misbehavior. (Author)

Interaction between teacher and pupil is viewed in terms of transactional analysis. Examples of parent, child, and adult role behaviors are given for both teachers and students. (HMD)