The article discusses various studies relating to the University professor as a teacher. (MF)

Contains discussion of student freedom, contingency contracting, testing and evaluation practices, the influence of the cognitive level of instruction, and some teacher classroom behaviors that potentially influence student attitudes toward science. (Author/CP)

Presents a discussion of the ways by which a teacher can make his instruction become more scientific. (RP)

Economists and educators concerned with promoting economic literacy" in students have relied heavily on teacher training to achieve this end. This essay explores: 1) what it means to know economics and, 2) what a teacher should be able to do to exhibit this knowledge. (Author/JB)

Authors discuss two incompatible images of the professor in the small college, his own and that of his colleagues. (Editor)

A review of Analyzing Teaching Behavior," Addison-Wesley Press, 1970, by Ned A. Flanders. (DB)

Research supported by the U.S. Office of Education. Reprints from: Joseph M. Masling, Psychological Clinic, State University of New York, Room 211, Townsend Hall, Buffalo, New York 14214.

Report based on a doctoral dissertation submitted to the Dept of Education, University of Chicago. Reprints from: Melvin L. Silberman, Dept of Educational Psychology, Temple University, Philadelphia, Pennsylvania 19122.

Data were collected in mainstreamed and treatment classrooms on the rate and form of problem behaviors to identify conditions under which 11 children, aged 3.3 to 6.3 years and referred for special services due to learning and behavior problems, differed from normative classmates. (Author/MC)

Nine low IQ (less than 80) and 12 high IQ (100 plus) learning disabled children (grades four through six) who attended resource room programs were observed in regular classes. Results indicated that teachers did not perceive the two groups of LD children differently but that the teachers behaved differently toward the two groups. (Author/MC)