Suggests that if those who know most about classrooms are to have any voice in what happens in them, then a teacher's union will have to be an indispensable partner in that process. Argues that teachers need to stop avoiding community contacts and need to aid unions in their efforts to educate the public. (RS)

Explores an American high school chemistry teacher's perspective on the meaning of student questions that originate from curiosity and engagement with the subject matter. Uses ethnographic analysis of a teacher's reflective processes and decision making approach and suggests that questions hold contradictory meaning as powerful, conflicting…

In-depth interviews with four family and consumer sciences teachers indicated that none had been prepared for inclusive classrooms and they had positive attitudes about special education students. Classroom observations revealed some instances where students were not included and highlighted the effect of teacher knowledge and behavior. (SK)

Examines the influence of coach experience on young athletes' preferences for, and perceptions of, coaches' leadership behaviors (autocratic, democratic, social support, positive feedback, and training and instruction) across an athletic season. Indicates that negative control strategies can be quite satisfactory at times, particularly if a…

Argues that performativity is a new mode of state regulation that makes it possible to govern in an "advanced liberal" way. For example, it requires individual practitioners to organize themselves as a response to targets, indicators, and evaluations. For some, this is an opportunity to achieve success, while for others it portends inner…

Finds that teachers trained in Reading Recovery (RR) modified their regular classroom teaching to use RR-type instructional practices and taught students the strategies typically taught during RR tutoring sessions. Concludes that further research should be done to understand how aspects of this beginning reading intervention program affect the…

A survey of teachers and administrators revealed that despite pressure to raise test scores and student achievement, teachers and administrators still value ethical decision making and state that they have not changed their decision making. (EV)

Examines elementary and secondary teachers' affinity-seeking strategies, things they do to get students to like them and their subject matter. Finds that personal and subject affinity-seeking efforts differ; teachers are less confident about the latter; and that strategies are drawn from a narrow range of affinity-seeking options. (SR)

Draws a humorous analogy between superstitious behavior induced in chickens and the beliefs and folkways that are manifested in the teaching of beginning reading and the teaching of study strategies. Argues that it is very easy and natural to fall into patterns of superstitious, meaningless behavior, such as teaching from basal readers. (RS)

Examines the basic writing course described in D. Bartholomae and A. Petrosky's "Facts, Artifacts and Counterfacts" from the perspective of four gender-typed categories: "masculinists,""feminists,""androgenous," and "undifferentiated." Suggests that teachers define themselves, give shape to their…

Shows, in one teacher's autobiographical account, that understanding connections between teachers' lives outside of school and themselves as teachers helps them to see how to link the worlds of home and school for their students. (SR)

Responses from 379 of 944 students in introductory management courses included 312 in large (150 and over) and 72 in small (more than 39) classes. Large classes negatively affected teacher behavior and student performance. Past performance did not influence student motivation. Affective response to large classes influenced student satisfaction.…

Comparison of the responses of 92 faculty and 415 college students revealed agreement that specific teaching behaviors are related to students' academic success. However, they disagree about the magnitude of the effects. Faculty endorse praise and encouragement, whereas students support more punitive/restrictive methods of teaching. (SK)

This study examined the effects of five types of teacher directions (verbal, nonverbal, verbal with physical assistance, nonverbal with physical assistance, and physical assistance) on student responses. Seven elementary school teachers and their students participated. Although the most common type of direction was verbal, the most effective type…

Maintains that writing teachers, and thus also their students, have become obsessed with revision as an end in itself. Suggests that the writer-computer relationship is displacing the writer-audience relationship in the rhetorical situation and may often function to isolate writers. (SR)