An expanded conception of behavioral consultation is presented, which includes explicit and ongoing attention to teacher variables as well as student behaviors. A conceptual framework is presented for systematic assessment of consultee knowledge, skills, cognition, and effect. Strategies for enhancing consultee functioning in each area are…

Four classes of children, aged 12 to 18, responded to drawings of teachers' nonverbal signals on a questionnaire. Analysis of the responses produced four factors: dour/helpful, affable/serious, unhelpful/boring, and calm/easygoing. Implications for teachers are discussed. (Author/MT)

Discusses sex equity in home economics classrooms: sex equity's effect on student achievement and promoting equity. Focuses on classroom arrangement and organization, bias-free instructional materials, and attending to equity in verbal and nonverbal classroom language and interaction. (CT)

Analysis of regular classroom behaviors of 13 behaviorally disordered males (grades three to five and 13 controls revealed that 10 behaviors (e.g., social interaction/teacher, directions, out-of-seat) accounted for 81 percent of variance in group membership. Child behaviors as well as child and teacher behaviors combined produced significant…

Teachers can improve their practice by listening to, reflecting on, and making sense of practice. Sensemaking strategies include: deductive thinking; inductive thinking; and transductive thinking. (CB)

Describes a year-long research project in two primary schools which sought to investigate the degree to which gender status affected schooling practices. The study used demographic data, document analysis, observation, interviews, and classroom interaction analysis. Reports data showing sexism in the formal and hidden curriculum. (JDH)

The case study describes an intervention program using paradoxical strategies to help a teacher cope with hyperactivity in the classroom. In line with the ecological model, the focus of change is not the hyperactive child, but the teacher; the study discusses the role of the school psychologist. (Author/CL)

Student teachers ranked classroom discipline as the greatest stress-producing factor in teaching, followed by lecturing and time management. (FL)

Examines student engagement during a large-group questioning strategy in which 5 out of 29 students were active participants. Offers three suggestions to increase the number of students who become engaged in developing their own answers to the questions. (JN)

Concludes that classroom teachers can articulate theories of reading outside the school, but that their actual instructional practice is governed by a complex set of contextual factors. (FL)

Findings are presented from a study of the interactive effects of sex and race on teacher communications patterns in 67 classrooms. ANOVAs revealed two significant main effects for race, five for sex, and three significant race/sex interactions. Previous research literature is summarized. (Author/MT)

This article describes: (1) problems observed in adolescent and young adult dropouts and potential dropouts; (2) key propositions of Hershey and Blanchard's leadership model; (3) research related to the usefulness of various degrees of relationship and structure, the key dimensions of the leadership model, for academically unsuccessful youth; and…

According to the Maryland Court of Special Appeals, a teacher sentenced to probation as a first offender for residing in an apartment where marijuana was grown and used was improperly dismissed from her teaching position despite a state law protecting first offenders, but remained subject to dismissal for misconduct. (PGD)

Reviews the literature on teacher clarity and communication skills, then describes a study showing that teachers must be trained in ways to reduce vagueness terms, mazes, multiple utterance questions, and overall frequency of questions posed to students. (FL)

A series of studies demonstrated that instruction or intervention directed at change in conceptual variables resulted in changes in teaching performance. Implications for practice and research emphasize greater attention to conceptual variables as aspects of training. (Author/DF)