Paul Carrington's thesis that nihilist professors of critical legal studies must leave the law school, and its implications for academic freedom and the law school's responsibility to its students, are examined. (MSE)

Level of teacher enthusiasm did not affect the academic achievement of three- and four-year-old children. However, differences were noted in student behavior. Children taught at a high level of enthusiasm were more attentive, interested, and responsive. (Author/RM)

Three classes of undergraduate students enrolled in teacher education programs were asked to identify qualities and strategies of teachers that make a significant impact during the elementary school years. Concludes that teachers must strive to estabish a balance between cognitive and affective growth. (EL)

Explains how to interpret signals students send and how to deal with discipline problems by counteracting the harmful and predictable games that students play. (EL)

Recalls childhood experiences with teachers and attempts to identify teacher characteristics that bring out the best in children. (EL)

The development of nine student-constructed lecture feedback questionnaires, whose objective is to help teachers identify general weaknesses and strengths and then further analyze them by breaking down these characteristics into specific associated behaviors is described. Teacher reaction to their use is discussed. (MSE)

Presents a model which stresses the importance of teacher support for four levels of early childhood education--curiosity, exploration, play, and creativity. Provides definitions, outlines behavioral evidence for these levels, gives appropriate teacher responses for each level, and discusses theoretical support for the model's importance in…

The natural rates of teacher approval of appropriate student behavior and off-task student behavior were determined in middle school classrooms. Mean rates of teacher approval were found to exceed rates of disapproval. Inappropriate approval also appeared to be a relevant factor in managing classroom behavior. (Author/ DWH)

A verbatim transcription of a lesson in a class of 10- to 11-year-olds is analyzed to support the observation that, in mixed-sex classrooms, male pupils receive more teacher attention than females. Among the reasons found for this imbalance is the tendency of boys to engage in strategies to secure attention. (SK)

Determined if a relationship exists between direct and indirect verbal influences of the teacher and (1) students' achievement in biology and (2) students' level of class participation. Results show that students in an indirect group achieved better and participated more in class activities than students in a direct group. (JN)

Summarizes research that can be used to describe an effective teacher. Identifies and defines four groups of teaching behaviors, suggesting that effective teachers are already exhibiting these behaviors, but that by becoming sensitive to and/or polishing them, professional educators can move toward greater effectiveness in the schools. (HTH)

Reviews traditional models for evaluating teachers, then proposes a model based on the appropriateness and quality of lessons. (FL)

A conceptual framework, patterned on the Presage-Process-Product model, was designed to help sequence relevant elements of the dance teaching-learning process. Research based on this framework is needed to generate practical and theoretical pedagogical guidelines. (Author/DF)

Recent research on teacher effectiveness provides directives for educational improvement. A review of some research findings regarding questioning, time on task, teacher expectations, and inservice teacher education is offered. The benefits of this research to students is explored. (DF)

Research on teaching is beginning to uncover what teachers do to create conditions that foster learning. Some ideas about teacher behavior that have been linked to positive learning outcomes are explored. Five teaching styles that can be linked to research findings are presented. (DF)