A school psychologist offers suggestions for combating the tensions of teaching, particularly the "roadrunner syndrome" - the feeling of always being in a hurry. (SJL)

Presents a list of questions to help teachers examine their past efforts and make resolutions for the new year. (SJL)

A scale designed to measure teachers' generalized expectations for internal-external control over student success and failure in the classroom is described. Validation studies indicated that the scale predicted teachers' behaviors in the classroom, including their willingness to adopt new instructional techniques. (Author/JN)

Discusses several aspects of nonverbal communication whereby teachers convey messages about their feelings, needs, and preferences. Types of nonverbal communication include vocal intonation, facial expressions, eye contact, touch, spatial distance, and dress. Implications for classroom outcomes of a teacher's nonverbal communication are presented.…

Reading lessons of deaf and hearing children were analyzed for teacher- and child-initiated stops, reasons for stops, time spent, and reading rate. Lessons of deaf children differed markedly from those of hearing children using the same text. Results are discussed in relation to reading retardation in the deaf. (Author/SJL)

Cites materials in the ERIC system concerning research on classroom communication and its implications, and notes some of the problems with that research. (HTH)

No significant difference is found between the verbal interaction of White high school teachers with Black and White students in desegregated classrooms. (Author)

Uses the reports of senior students as a criterion in examining the hypothesis that reports that teachers present on their classroom behavior suffer from bias. Concludes that the extent of the bias is not great. (Author/IRT)

A study was conducted to investigate the reading habits and self-perceptions of teachers in various stages of their careers. Results indicated that preservice teachers read three times as many books as practicing classroom teachers and almost twice as many as graduate students in reading. (MKM)

Describes research conducted at the Institute for Research on Teaching at Michigan State University in two areas: (1) reading diagnosis and remedial reading instruction, and (2) teachers' conceptions of reading. (GT)

Strength differences between elementary school girls and boys are a result of sex role stereotyping rather than physiology. Strategies to redress these artificial differences are suggested. (JD)

The major implication of work in investigating language and schooling is that teachers need to be more aware of the ways language is used in their classrooms. (RL)

Methods for encouraging student questions and replying to them are discussed. (JD)

Teachers' attitudes, whether positive or negative, toward their subject and their work have an impact on student learning. (JD)

This evaluation of an in-service program for teachers included surveys before the program, immediately after, and six months after. It found a decline in the acceptability of the workshop to the teachers over time and showed that the program had no significant impact on their teaching. (IRT)