Albert Blum discusses the need for "fallowships" for educators. These would allow educators to lie "fallow" for a year and not read, talk, or think about anything in their field. (MD)

The effectiveness of a teacher depends on students' social, economic, cognitive, psychological characteristics; grade level; and subject area. Failure to recognize these variables can distort research findings and recommended methods for good teaching. (Author/MD)

Discusses the unwritten codes of behavior that educators seem to follow in their interactions with five categories of others: (1) students, (2) colleagues, (3) institution, (4) profession, and (5) institution as it relates to the faculty/student grouping. (CH)

The regular classroom behaviors of learning disabled and average fourth- and fifth-grade males were observed. A multiple regression analysis revealed 11 behaviors, accounting for 71 percent of the variance. Only the teacher behaviors and the combination of child and teacher behaviors produced significant results. (Author/CL)

Presents a brief overview of the nine articles which make up this special issue on teacher effectiveness. Asserts that few activities are as crucial in schooling as teaching, and research toward its understanding must continue. (KH)

The author examines what teaching behavior is appropriate under what circumstances, andragogically based behavior or pedagogically based behavior? To examine this issue, a classification system based on the structure of the knowledge sought is proposed. (CT)

Discusses institutional regularities of elementary and secondary schools, the nature of teaching, and the teacher as semi-professional in regard to two basic kinds of master teacher plans: one suggesting that master teachers are "better than" and another suggesting that they do "more than" their peers. (RH)

Results of questionnaires completed by 178 teachers of behaviorally disordered students indicated that a variety of student verbal and physical aggressive behaviors are commonly manifested in settings for behaviorally disordered students. A diversity of coping strategies are utilized by responding teachers; however, a narrower range of…

Findings of a study involving two groups of teachers of the deaf (those who used oral language only and those who used total communication) revealed no differences in teachers' use of nonliteral language. Reduced use of idiomatic language occurred in both oral and sign communication, only when total communication was used. (CL)

Illustrates professional, nonprofessional and unprofessional judgment by describing possible responses to a common predicament faced by those working with young children. (RH)

Examines what teachers do and why they do it and the larger social structures that impinge upon them. (JOW)

A survey completed by 40 regular and 54 special education teachers indicated that the majority did not use or used sparingly the existing data collection methods. Ss collected and analyzed academic data more than adaptive, emotional, and social data. A computerized technique was advocated by the author. (CL)

The relationship between teacher mobility and student behavior is examined, and findings note that inappropriate behaviors decrease as teacher mobility (change from the front of the room) increases. Student/teacher interactions also increase as teachers move about the room. (CL)

Demonstrates that while question-answer sessions affect pupil conduct, pupil responses influence teachers' behavior and the strategies they adopt. (JOW)