The purpose of the present article is to react to the arguments presented in a booklet, Educational Accountability: Beyond Behavioral Objectives, that discusses the role of behavioral objectives. (Author/RK)

This article presents four strategies children use in the classroom to avoid learning; remedies for these situations are given. (BB)

Two court decisions illustrate that school personnel have responsibilities and rights in the area of student control; but courts also are cognizant of the fact that teachers, like other human beings, may err. (Author/MF)

Female science teachers were found to be more emotionally stable, tough minded, resourceful and self-sufficient than female non-science teachers. The science teachers in the upper quarter of the modified Ryans Scale appeared more timid but more imaginative than the teachers in the lower quarter. (DF)

Results of experiment showed that the use of an FM wireless microphone and an FM radio were effective in modifying the behavior of student interns within the context of the classroom itself. (Author)

Results reflect primarily a higher number of instructional contacts to girls rather than a tendency of teachers to be more reinforcing to them. (Authors)

Author found that the verbal behavior of an experimental group was significantly more indirect than that of the control group, supporting the hypothesis that audio tapes are effective for observational learning of a specific teaching behavior. (Editor)

Study is concerned with the concept of teacher expectancy as it relates to first grade reading achievement when teacher perceptions of pupils have not been artificially induced. (Author/RK)

Teachers can change schooling without waiting for a change in the schools. (Author)

Explains why the practice of round-robin oral reading leads to frustration, rejection and failure for slower students, boredom for better students. (DR)

Author states that the old problem of the gap between ivory tower and reality is meaningless. (Editor)

The documentations presented by the author demonstrate classic contentions between the courts and boards of education in cases involving immoral conduct by teachers. (Editor)

Only when one can describe teaching behavior in concrete terms, and can prove objectively whether a given type of behavior did or did not occur, can he hope to modify teaching methods with any efficiency. (Author)