This study assessed the stability of student/teacher interactional behavior over one academic year. A total of 52 classes with the same teacher were observed, and teaching behavior was quantified using the Cheffer Adaptation of Flanders Interaction Analysis System. Results are discussed. (Author/MT)

This study surveyed 226 secondary school students in Barbados to assess student expectations of what a teacher should be and should do. Results are discussed in terms of implications for teacher education. (MT)

Ten rural elementary schoolteachers participated in two weekends of intensive seminars focused on effective instruction research findings. All teachers were observed three times, both before and after the seminars, and half were given feedback. Results on teacher implementation of teaching behaviors from the seminar are presented. (MT)

Special education teachers should demonstrate to their students that reading and writing are purposeful and enjoyable activities. Physical environment, assignments, and teacher behavior all demonstrate attitudes about literacy. (CL)

More information is necessary about constraints placed on teachers before sound classroom performance evaluations can be conducted. Results of an observational instrument utilized in South Carolina, "Describing Practices and Intentions of Classroom Teachers," isolates classroom factors associated with appropriateness of teachers'…

Analyzes six paradigms used in research on teacher effectiveness: (1) process-anecdotal; (2) process-systematic; (3) process-product; (4) experimental; (5) process-process; and (6) process-process-product. Recommends that paradigms coexist since all are based on direct observation of classroom behavior, and each represents a different,…

Suggests ways for English teachers to use their time more efficiently that include finding a quiet place at school to work, working after school, using a grade-scanner, sharing materials with other teachers, and making lists of tasks arranged in order of importance. (EL)

Reviews several factors affecting whether the dismissal of a teacher for immoral conduct will withstand court scrutiny. These factors center on the conduct's impact on the teacher's ability to teach effectively and include the conduct's context, the teacher's history and motives, and the effects of disciplinary responses to the conduct. (PGD)

Two naturalistic observation experiments were conducted to ascertain the extent to which mainstream teachers spent differing amounts of time with students labeled as learning disabled and with nonlabeled students. Results of both experiments showed that teachers do not spend significantly more time assisting students labeled as learning disabled.…

Selected findings from research on teacher clarity are highlighted. Implications are projected for teacher education programming and for faculty instructional practices. Issues needing further research are identified. (Author/CB)

An ethnographic approach was used to discover patterns of behavior in six teachers nominated for their success in teaching gifted students. Results led to a model of the teacher's role in gifted education. (CL)

Reliability ratings were conducted on 18 operationally defined teacher behaviors within four competency-based teacher education categories: planning instruction, methodology, behavior management, and classroom management. Percentages of agreement calculated on product and performance sections of an observational checklist were in the acceptable…

Behaviors of 42 elementary resource teachers and 57 regular elementary teachers were analyzed. Resource teachers spent more time than elementary teachers in accepting students' feelings, praising/encouraging students, and accepting student ideas. In general, verbal behavior of teachers in the two settings was not significantly different. (CL)

Response towards coeducational physical education has been varied due to individual teacher perceptions and administrative support. Many programs may fail due to the dysfunctional nature of change in schools. The use of ability grouping and administrative commitment is suggested as a means of improving sex-integrated physical education. (DF)

Differences among female tutors (n=80), aged 9 to 11, were examined in two ways: (1) using contrasts between same-age and mixed-age tutors; and (2) with separate contrasts, for the 11-year-old tutors, according to the ages of their tutees. (PN)