Presents a case study of one college level psychology instructor's (the author's) teaching evaluations over a 20 year period. He discusses how his teaching has been affected by the evaluation process and how he has been able to use teaching evaluations in the academic review process. (RM)

The ways in which values are learned in youth sport activities are discussed and the development of positive attitudes and behaviors are examined. Values are learned through modeling or imitating behavior. Three types of reinforcement can furnish incentives to achieve desired behaviors. (JN)

The problem of obtaining reliable descriptions of classroom events is examined. Using sampling theory, the amount of classroom time to be sampled and observed to obtain precise descriptions is analyzed. Results suggest that previous studies of classrooms have used inadequate samples to estimate the behaviors of teachers and students. (JN)

This survey reviewed 140 studies of the effects of class size on student cognitive and affective learning. Results of key studies are highlighted, making a case for smaller classes. Suggestions are made for further research on the emotional/psychological impact of class size on students and teachers. (SJL)

Teacher behaviors toward hyperactive boys on methylphenidate (ritalin), toward hyperactive boys on placebo, and toward normal comparison peers were compared. Teachers were more intense and controlling toward hyperactive boys on placebo, but no differences emerged between comparison and medicated groups. Need for broader monitoring of treatment…

Suggests things that classroom teachers can do to alleviate job stress by managing the non-teaching part of their professional lives: peer support, accountability, discipline, assignments, communication, organization, compromise, avoiding over-worry, and positive attitude. (CT)

An increasing number of children live in single-parent homes due to the rise in the divorce rate. Teachers must become aware of teaching and counseling approaches which will offset the negative effects of divorce on children and minimize the period of adjustment. (JN)

Provides suggestions for developing classroom environments in which all students can flourish, despite educational handicaps. (MA)

An investigation of the relationships among teacher locus of control, teacher behavior, student behavior, and student academic achievement revealed that teachers with internal locus of control tended to have higher achieving classes, although the relationships among the variables are not clear-cut. (CJ)

Teacher self-assessment programs have become increasingly popular with the advent of ideas concerning behavior modification. Several teacher self-assessment studies are reviewed, and guidelines are provided for the development of self-assessment techniques. (JN)

Educational leadership entails developing teacher behaviors that support student learning. This article outlines ways of achieving this goal through positive reinforcement. (Author/WD)

Laments the trend toward accountability, basics, and technique. Proposes more realistic, meaningful, humanistic communication between students and teachers to establish optimal learning environments. (JT)

Determines the effect on inquiry of different contingencies of reinforcement. Classes of biology students were exposed to one of four treatments: verbal reinforcement and mimicry; using student ideas as reinforcers; using special privileges as reinforcers; and no reinforcement. Results include verifications that verbal reinforcement and mimicry…

A methodology for designing rating scales which will maximize diagnostic feedback by students to college professors is presented. Mid-semester and end-of-semester administrations allow for judgment of changes in instructional strategies during the semester. (JMF)

The purpose of the study was to determine the combined effect of six low-inference variables of teacher clarity on student achievement. Main effects for teacher clarity and for time of achievement (immediate v delayed) were significant. There was no effect of teacher clarity on student retention (Author/RD)