In order to teach well, student teachers must learn to put theories and philosophies of education into practice, rather than learning to "go through the motions" of teaching. This is especially true in the Caribbean, where few student teachers understand the dynamics of learning or their own role in the learning process. (WI)

Results of an opinionnaire surveying 451 undergraduate college students generally indicated that coaches do make a favorable impression on students, but that there is considerable room for application of a more idealistic or humanistic philosophy to coaching. (MJB)

Data collected form studies conducted in preservice teacher workshops present a strong case that it is possible to train preservice teachers to increase their level of teacher enthusiasm. (JD)

Suggests that there is no rule that guarantees appropriate classroom behavior, yet, to control the class, a teacher must control himself. Gives 13 tenets for helping elementary teachers to maintain a controlled classroom and 12 guides for improving student behavior. (Author/RK)

Suggestions are made for priority and strategy changes designed to make the process-product model for investigating effective teacher behaviors more productive. (MJB)

This study suggest that feedback, goal setting, and goal setting combined with feedback, when coupled with systematic observation and inservice training of teachers in instructional behaviors being observed, promotes instructional behavior change of those teachers who choose for themselves the nature and direction of the changes. (JD)

To investigate the role expectations of the high school learning disability resource teacher, a behavior scale was developed to which 134 incumbents responded as to their actual and desired role performance. (BD)

The teaching of pronunciation generally consists of selecting, presenting, drilling and correcting the sounds of the target language. The learning of pronunciation involves neuromuscular and some cognitive ability, but it also has affective and social components, which carry important implications for the role of the teacher. (Author)

Rather than being concerned with "why" Humanistic Education can be, the focus here is on "what" Humanistic Education can be, and, equally important, "who" may be involved in such an approach. Outlines the characteristics of the Humanistic Educator and his role in the context of current educational practice. (Author/RK)

Discusses educators' potential liability for verbal chastisement of students in elementary and secondary schools and suggests a legal standard that might be applied to such behavior. (Author/JG)

Reports the initial results of a longitudinal study of the organizational socialization of educational administrators. Part I claims that socialization through the life-cycle may be conceived as a series of learned interpersonal relationships through which individuals build up a repertoire of interpersonal responses that condition new…

An elementary school teacher, an independent free soul, stimulates his students toward a higher plateau of learning but also alienates his fellow teachers, including the school principal. Is it more important to conform or to motivate one's students? An elementary counselor attempts to solve the problem. (RK)

Observations of the behavior of children and their interaction with their teachers were carried out in five types of preschool settings. Findings point to the importance of the early childhood teacher's influence on the children's achievement motivation. (JMB)

The author investigated pupil reading achievement as related to teacher emphasis on individualized instruction, language development, comprehension skills, diagnosis, word attack skills, oral vs. silent reading, and other, not easily classifiable, skills. (MJB)

Teaching is one of the most stressful occupations there is. Author provides some helpful advice on how to avoid letting classroom pressures get you down. (Editor/RK)