Investigates teachers' use of humor in relationship to immediacy and affective learning outcomes. Reports that (1) amount and type of humor influenced learning; (2) students were particularly aware of tendentious humor; (3) an overdependence on tendentious humor diminished affect; (4) male and female students perceive humor differently; and (5)…

Time allocated for instruction and time in which students are engaged in academic tasks can vary. Research findings show that teachers' management of time markedly affects student learning, particularly in regard to what is produced during engaged time. (SK)

Teachers who regularly "enable" or rescue students are inadvertently reinforcing irresponsible behaviors that undermine students' self-esteem. This article discusses how and why "enabling" occurs in schools, how it affects students, and how "codependent" adults can minimize behaviors allowing students to avoid responsibilities and opportunities…

Reviews the conceptualization, methodology, productivity, interpretation, and application of teaching research which focuses on the relation between classroom processes (teaching) and products (what students learn). (DE)

Investigates the degree to which 98 elementary teachers were encouraged to use reflective thinking and teaching skills during their student teaching. Makes recommendations for changes in preparation of future teachers. (RJC)

Investigated the relation of early childhood training and experience to the professional development of 533 child care workers. Questionnaire data indicated limited involvement in conventional practices of professional development. Higher levels of both training and experience were associated with high involvement in conventional forms of…

This article discusses problem solving and how science educators can integrate problem solving into their instruction. The Search, Solve, Create, and Share (SSCS) model was developed based on the findings of problem solving research. (YP)

Pay incentives effectively motivate teachers in a suburban school district in New York State to reduce their rates of absence, particularly the number of sick days used. This suggests clearer perspectives on teacher absence. (BJV)

Examination of physical education teachers' health practices, fitness status, and perception of themselves as role models suggested that the subjects had below average levels of physical fitness, although 72 percent thought that they were good role models for encouraging students to adopt important health and physical fitness habits. (CB)

When conflicts arise between the call for information in the name of public interest and the teacher's right to privacy, teachers' privacy should be respected by school boards and administrators unless the teacher's private life impairs the fulfillment of professional responsibilities. (IAH)

Teachers' thought processes in interactive class situations were analyzed. Interactive decisions are those teachers make during interaction with students and are made on the spot with limited reaction time for the teacher. This study shows types of reflections-in-action by inservice teachers. (JD)

A study of the reliability of teacher's interpretations of graphed performance data on students with moderate to profound mental retardation revealed that teacher judgments are consistent and accurate for continuous improvement in performance, but less consistent for variable performance. (MSE)

Describes a method to chart a teacher's visual contact with students in the classroom. Reports that this approach helps teachers locate students who needed to become more involved in classroom participation. (RS)

Provides a rationale for use of the term "developmentalist" to refer to practitioners, teachers, and scholars. Defines being a "developmentalist" and suggests that this concept, which integrates educators' knowledge bases about preschool, child care, and early childhood education, contributes to a comprehensive view of child…

Finds that while both teachers at times were able to provide shared reading experiences that reflected the developmental principles underlying the big books concepts, in both classrooms, practices consistent with a skills/transmission model of literacy acquisition predominated. (RS)