Problems encountered by behavior modification consultants working in public schools are described in the form of a parable. (Author)

This evaluation finds that teachers prepared in the University of Nebraska's 3-year-old performance-based teacher education program, teach more effectively and like the preparatory program better than do traditionally prepared teachers. (Author/JH)

Transcript of a videotape of a class discussion. (RT)

The author concludes that the process and tempo of change are most important. Change must grow logically out of the expressed needs of the people. Change agents need to constantly reinforce their clients and gain their trust by retaining as much of the risk as possible. (Author)

Reviews Martin N. Olsen's research on variables which affect quality learning in the classroom. (MM)

Reviews 11 research studies completed since 1960. (DM)

An analysis of teacher-pupil interaction in grades 1,6, and 11 showed that communicatory behavior was concentrated in the front of the room and along the center aisle. (Portions of the research reported were supported at the University of Missouri by the Educational Media Branch of USOE.) (MS)

The verbal activity of justification in mathematics courses was investigated, a set of criteria for the identification of justification ventures was developed, and the ventures classified according to types of teaching strategies. (Author/CP)

By pushing a child to an early acceptance of our perceptions, we often fail to listen to him and understand what he is saying. (Editor)

Author uses a whimsical approach in discussing the student record book, used as a weapon by many teachers. (SP)