Outlines three types of diagnosis (formal, informal, and inferential) and three areas of diagnosis (difficulty of content, learning style, and use of principles of learning). Discusses considerations and sources of data for each of the three areas. (SS)

Contends that the teacher, the single most important variable in learning to read, should use introspection to determine how to improve reading instruction. (DD)

College students taught a lesson on number theory in a "clear" manner learned more than those taught in an "unclear" or imprecise manner by the same teacher. (Ed.)

The author probes the essence of teaching. (MM)

The interaction between one teacher and two severely subnormal children was observed. The teacher was sensitive to differences between the children and varied certain aspects of her teaching. However, these variations appeared to be a function of relatively static models of the children, not modified to particular tasks. (Author/SJL)

Increased research and scholarship into the teaching and learning of physical education is examined along with some recent trends in teacher education programs. The focus of current research is highlighted, and a number of specific suggestions are made for future research efforts. (JMF)

Describes a study which sought to determine whether writing apprehension, and behaviors associated with it, served as determinants of teacher judgments and which identified some expectations, perceptions and evaluations held by teachers of students who vary in apprehension. (DD)

Discusses how teachers' choice of words in speaking to children affects the children's responses and feelings. (CM)

Reinterpretation of much of the teacher expectancy research indicates the existence of competing linkages (current student achievement influences teacher behavior and teacher expectancy) rather than expectancy linkages (teacher expectancy influences student achievement). (Author/RC)

This response enlarges upon several of the theoretical bases of Thomas F. Green's paper, "Teacher Competence as Practical Rationality," especially those he traces back to Aristotle, and develops some of their implications. (MM)

The intention here was to promote the clinical approach to staff development. Attempts to come up with a number or particular personal outcomes which seem to represent a consensus of workshop participants' feelings. (Author/RK)

Dogmatism and pupil control behavior are related but the relation is not direct. Dogmatism operates through ideology to structure behavior. (Author/IRT)

A representational view of language assumes that words represent thought. Also necessary is a presentational approach, in which language users are seen as participants in wider social systems and words are statements of connection. An integrated approach uses both views to understand teachers and teaching in the social context. (SK)

Notes the similarities in dealing with puppies and toddlers in terms of teaching correct behavior; age, temperament, and personality; and reasons behind misbehavior. Explores developing a plan for teaching social behavior, establishing a teaching style, and setting standards. Notes that parents and teachers need to look at their personal teaching…

Explores the exemplar and nexus arguments structuring the debate on acceptable teacher conduct outside the classroom. The exemplar argument holds teachers to a mandatory role model standard. The nexus argument views teachers' private acts as protected unless job performance is affected. While nexus (via court litigation) has protected teachers'…