Describes what students perceive as caring. Reports results of 6-month observation of how 6 teachers' use of power in the treatment of their students. Finds that when teachers disciplined their students with respect they communicated genuine caring for their students, which students reciprocated with respect for the teachers. (PKP)

Examines the cultural background of students and investigates differences in the way teachers interact with students of different cultural backgrounds. Discusses the results of this study and outlines ways teachers can monitor what is happening in their own classrooms and use this information to guide improvements in their teaching, thereby…

Presents different ideas on what "emotional literacy" means and why it is important to science teachers. (MM)

Notes that the author's concern is in identifying an old focus of literacy instruction and giving teachers license to leave it behind to make room for new recommended practices. Suggests that this article is a license to discard time-consuming practices to make room for more meaningful literacy activities. (SG)

Examined the relationships between student differences, prior experience with the subject material, past performances, teaching behaviors, and perceived learning and achievement. Found that achievement is affected by test anxiety and high school GPA, and that content-unfamiliar students, unlike content-familiar students, are more positively…

Examines teacher decisions, such as those involving planning, interacting with students and other professionals, and evaluating students' performance. Concludes that teachers' decision making might be described as more intuitive, resembling the creative process, rather than as a systematic weighing of alternatives. (MM/JAD)

Examines theoretical frameworks underlying research on teacher beliefs and practices and provides a synthesis of recent research. Discusses methodological issues related to policy capturing, repertory grid technique, and process tracing. Outlines directions for future research. (Author/JOW)

Maintains that, despite their guilt about books they "ought to" be reading, teachers can trust themselves to guide their own reading in worthwhile ways. Offers a personal example of how reading books leads to more books. (SR)

Notes continuing concern over the lack of professional reading among many classroom teachers. Reviews recent articles suggesting problem areas for literature-based movements. (SR)

Investigates the types of instructor behavior that created or exacerbated mathematics anxiety in students. Determines the grade level at which mathematics anxiety first occurred in these students. Concludes that several factors can cause mathematics anxiety, instructor behavior being one of them. (ASK)

Teachers everywhere are playing the score-boosting game to raise scores on mandated standardized achievement tests, although five nationally recognized assessments compare student performance instead of measuring classroom learning. Since curriculum standards are often vague and misaligned with assessments, teachers sprinkle instruction with…

Two case studies of beginning technology teachers who used reflective practices illustrate their predispositions about teaching and learning, problematic aspects of professional socialization, and the relationship between socialization and experiential learning; (SK)

Explores the link between the theory of practical reasoning and a normative view of teaching, playing on the tension between process-product research, on one hand, and work on reflective teaching, on the other hand, using the theories of practical reason of David Hume and Aristotle to explore the tension. (SM)

Reprints an article originally published in 1920 concerning how to establish a feeling of good will in junior high schools. Lists 19 brief things teachers can do, including always greeting pupils, be as ready to praise virtues as to condemn faults, never lose poise, become acquainted with parents, and assign interesting outside work. (RS)

Outlines time-saving strategies developed for teachers in liberal arts colleges to achieve balance in the areas of (l) teaching and research; (2) professional and personal life; (3) teaching writing and evaluating writing; (4) teaching and technology; and (5) high standards versus realism. (NH)