Describes how teachers can bring enthusiasm, excitement, and energy to their teaching through skills from oratory and theater, involving the practice and use of visuals, vocals, and verbals. Notes ways to learn how to do so. (SR)

Responses from 197 of 402 industrial/technical teacher educators yielded agreement on a common core of professional behaviors. Faculty from doctoral-granting institutions value research and publication more highly; faculty from nondoctoral-granting institutes were more optimistic about the future of the field. Associate professors differed from…

Discusses what was discovered by "Journal of Blacks in Higher Education" staff who sat in on some of Dr. Leonard Jeffries' classes following his freedom of speech court victory against City College of New York. Observations disclose that racially biased and controversial topics are presented in part by Jeffries' lecturers and by his…

A simple strategy for identifying the new college faculty who are effective and productive quickly in their jobs is offered. It consists of eight characteristic behaviors that may be taught to new faculty to facilitate their transition into teaching. Balance of emphasis on teaching, collegial interactions, and writing is encouraged. (MSE)

Describes how the Comprehension and Cognitive Development Program (CCD) has evolved in the middle and high schools of the Kansas City, Missouri, school district. Provides a rationale for including specific components of the program. Demonstrates (with selections from teacher portfolios) the effect that the program has had on teachers' thinking and…

Describes several types of literature-based language arts programs, and addresses major issues related to implementing such programs. Specifies the most significant characteristics of successful programs: those related to the classroom and the school, those related to the teacher and parent/caregiver, and those within the learner. Presents some…

Explores the relationship between patterns of discourse in teacher-led discussions of literature and in the small-group discussions that follow them. Finds that teachers who model interpretive procedures without teaching students how to employ them do not appear to empower students to lead themselves in fruitful discussions. (SR)

Suggests that schools cannot supply the reading background and then do nothing to assist their potential poor readers to climb the first step in the development of reading. Suggests that teachers need to devote more energy toward the maintenance of the social and cultural security of possible poor readers than toward the immersion of these pupils…

Recounts the difficult and humiliating experiences of one junior high school English teacher's return to the classroom as a student in a computer course. Shows how this experience affected her subsequent activities as a teacher. (HB)

Investigates the relationship between teacher immediacy and student state motivation and the combined impact of these factors on learning. Reveals significant relationships between learning and both immediacy and motivation--immediacy appears to modify motivation which leads to increased learning. (SR)

Presents an interview with Richard Lanham, Professor of English at UCLA, about his wide-ranging career, which has included work in rhetoric and style, composition theory and the teaching of writing, the implications of electronic text, and copyright law in the entertainment business. (SR)

Discusses, from the point of view of a leader in the whole language movement, the role and the importance of teachers in whole language literacy instruction. (SR)

Provides the responses of 11 practicing English teachers to the question "What has been the most significant change in your approach to teaching since 1987?" (HB)

Finds that experienced high school teachers become freer in the ways they use their content area textbooks, and that they are more likely to teach students how to use the text. Shows that in schools where teachers choose the textbooks, teachers make the most use of the textbook for assigned reading. (SR)

Proposes a model as a theoretical framework for assessing the transformative impact of aesthetic education programs on participating teachers. Categorizes teachers developmentally from six teacher perspectives: their perceptions of artists, children, and art forms; their interactions with and communication about art forms; and their integration of…