The purpose of this study was to determine the relationship between teacher fitness and teacher/student interaction in the classroom. Eighteen experienced high school teachers were divided into high fit and low fit categories. Their first and last class periods on Mondays and Fridays were audiotaped and analyzed. Results are discussed. (Author/MT)

Reviews the literature on effectiveness in early childhood teaching, focusing on the effective teacher's personal characteristics, values and beliefs, and behavior. Also considered are effects of sex, education, and experience; situational factors; and implications for teacher education and selection. (KS)

Discusses ways that the vocational teacher can provide a good environment for learning. Techniques include (1) knowing the students, (2) planning instruction, (3) preparing physical surroundings, (4) fostering good relationships with and among students, (5) varying strategies, (6) providing praise, and (7) sponsoring a vocational student…

Learning in classrooms occurs through and is embedded in the interpersonal communication between teachers and students and among students. Classroom communication is negotiated by teachers and students as they act and react to each other through their verbal and nonverbal behavior. (CB)

Small-group listening lessons and subsequent individual posttests were used to judge 94 three- through five-year-old subjects' attention, paired-comparison piece preference, time spent listening, and piece recognition. Research procedures included a modified multiple baseline design and split-screen video taping of instructional sessions.…

Presents desirable teaching behaviors that can help teachers provide effective instruction in writing and deal with all three stages of the composing process. (FL)

Reports the results of a phenomenographical study of teaching which provides a framework for analyzing how teaching is viewed by teachers. The study focused on how 29 teachers viewed the development of skill in their work. Four conceptions of skill development were derived from the interviews. (JDH)

Twenty-seven teachers participating in the KEEP program were interviewed to determine the extent to which they developed self-regulatory cognition and self-directed speech in response to stressful training conditions. Illustrates how self-speech and self-regulation accompany and aid the acquisition and internalization of new skills. (DR)

Notes that current research does not provide conclusive evidence about the influence a teacher has on student performance or behavior. (FL)

Provides a comparative assessment of maternal and nonmaternal infant caregiving practices in own-home and unregulated family day-care homes, respectively. A total of 30 caregivers (10 employed mothers, 10 substitute caregivers, and 10 nonemployed mothers) were observed in interaction with five- to six-month-old infants. (Author/RH)

Reviews literature concerning the importance of leadership in educational administration and characteristics of the successful leader. Stresses the need for equal attention to the importance and attributes of successful followership. (NEC)

Analyses of questionnaires on instructional practices answered by 67 teachers of trainable mentally retarded students and 45 teachers of profoundly mentally retarded students identified similarities and differences in seven categories: personal/professional information, professional preparation, classroom teaching activity, classroom management,…

Identified classroom variables (teacher variables and classroom climate) which are related to changes in high school students' conceptions of the nature of science. Results discussed are based on data collected over a two-year period from 18 biology teachers and their 409 students. Implications for science instruction are addressed. (JN)

Several aspects of Mosston's Spectrum of Styles are listed and discussed. Many of the concepts have not been proven as appropriate instructional approaches. The idea of reconceptualizing several styles of the Spectrum into microstrategies is suggested. (Author/DF)

Reviews research on the concept of self-fulfilling prophecies in the classroom, noting some past research difficulties. Presents findings within an interactional framework. Considers teacher and child effects on the relationship of expectations, achievement, and behavior. Speculates on monitoring the expectancy effect over the course of a child's…