Opportunity to learn specific content as measured by amount of emphasis and exposure to that content relates positively to the amount students learn. (JD)

Gathers baseline data on the relationship between personal values of educators and their professed teaching style, using a sample of 162 undergraduate education majors. Based upon the results of the Teaching Style Q-Sort, a statistical analysis was performed upon each of the 36 human values ranked by the subjects. (Author)

The study investigates two variables that are likely to affect teacher efforts to control students: student motivation and the principal's commitment to the control of students. Results support the argument that the values of colleagues can affect a teacher's efforts to control students and his commitment to the unilateral control of students. (RC)

In maintaining command of a classroom situation the teacher who establishes rapport with the group and uses humor effectively is most often successful in controlling or preventing disciplinary problems. (JD)

There is evidence that both preferences and beliefs of student teachers can be altered by the influence of a student teaching program. (MM)

Provides some suggestions for teachers in managing their students and a list of fundamentals that teachers should always keep in mind. (RK)

Few teachers return to the classroom once they have escaped into administration, research, or the academic life. Here a former professor of education recounts his experience in taking this unfashionable route. (Editor/RK)

Shows that increased teacher immediacy was associated with increased affective learning across the four diverse cultures of Australia, Finland, Puerto Rico, and the United States. Indicates that, whether the norms in the culture favor high or low immediacy, if the teacher is comparatively more immediate, the student's affective learning is…

Live television is the fastest-growing distance learning delivery mode. Instructors must understand how distance learning differs from both the traditional classroom and commercial television, how the basic technology operates, the role played by the teacher in delivering instruction, how to design courses according to system capabilities, and how…

Used course-of-action theory to identify typical organization of teachers' actions when in conflict with students. Middle school physical educators were interviewed and filmed during lessons. Overall, teacher-student conflicts were infrequent. When conflict occurred, teacher attempts at resolution were under strong time pressure, leading to risk…

Reports results of a study on instructional practices that relate to student achievement in high school classrooms. Uses a standards-based curriculum called Core-Plus and identifies teachers' background characteristics, behavior, and concerns associated with growth in student achievement. Indicates the importance of professional development…

A study explored ways for secondary teachers to nurture healthy relationships with 150 students without becoming surrogate parents or counselors. Results disclosed six effective strategies: creating one-to-one time, using appropriate self-disclosure, believing strongly in students' abilities, networking with family and friends, building a sense of…

Asserts that teaching phonics is an important aspect of beginning reading instruction; primary grade classroom teachers do value and teach phonics as part of their reading programs; and phonics instruction, to be effective, must be embedded in the context of a total reading/language arts program. Expresses concerns for the current state of affairs…

Explores the practical view of reflective teaching as it was revealed in the activities and thinking processes of an expert middle school science teacher. Discusses differences between types of reflection, importance of self-analysis by teachers, effect of social context on reflection, and having the opportunity to reflect. (RS)

Presents a classic article published in this journal in March 1973, which warns against systems of instruction that require servility and obedience on the part of the teacher and the child alike. Advocates constructive change, in the belief that teaching and instructional programs need to stem from learners' own experiences and their actions and…