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)

Discusses how a sixth grade teacher (who believes in and tries to practice learner-centered teaching) can make a difference in her daughter's school difficulties, in her own classroom, with colleagues, and in the school district. (SR)

Finds that students ask more interpretive predictive questions than literal or applied predictive questions. Finds that teachers ask more literal prequestions than interpretive or applied prequestions about the same expository selection. (RS)

Describes the philosophy and practices of a number of elementary teachers and the literary experiences of a few second graders in great detail. Finds that, although children may be enjoying worthwhile literary experiences in individual classrooms, they have yet to be exposed to a coherent, "institutionalized" literature program across…

Reviews literature published in education and communication from 1983 to 1990 relating teacher behavior to teacher effectiveness. Pays special attention to the methods and procedures utilized to test theory that guides effective teacher behavior research. Integrates research from education and communication. (SR)

Describes the creation and eventual demise of a technologically advanced distance-learning facility. Concludes that it is critical, especially in an expensive high-tech environment, to listen to the customers and use their feedback to constantly improve service. (SR)

Finds that communication apprehension has a negative relationship with students' motivation to study but that highly apprehensive students appeared to have a small increase in motivation when exposed to highly verbal immediate teachers. (SR)

Offers 12 suggestions for teachers who want to develop some new behaviors at the beginning of a new school year. Suggests that such introspection can lead to a cycle of reflecting, monitoring, and growing. Includes changes of attitude, behavior, and personal goals through reassessment. (DK)

Offers 10 "Golden Rules" to make electronic mail a positive experience for both business communication teachers and their students. Suggests that electronic mail can be a motivating factor in the classroom. (RS)

Examines classroom rules and how they work. Classroom rules are not merely instrumental management tools, but structures of meaning used by teachers and students to comprehend daily living. As students embrace or reject rules, they engage in short-term behaviors and in far-reaching ways of thinking about themselves and the world. (22 references)…

Investigates the impact of teachers' use of immediacy behaviors on students' motivation to study. Finds that students beginning the semester with either low or moderate motivation to study increased their levels of motivation when exposed to a highly immediate teacher but that high motivation students maintained their level of motivation…