A review of research on student cognitive processes considers students' perceptions and expectations, students' perceptions of teachers' actions, attention, motivation, factual learning and memory, comprehension and knowledge acquisition, and learning strategies and metacognitive processes and suggests implications for teacher education in each of…

Guidelines for teachers on presenting information clearly to students include: maintain fluency and an adequate pace of information flow; use clear, precise, descriptive language; pause briefly (so that students can "digest" information); and reduce the use of amibiguous terms and "avoidance" phrases (such as "and so on"). (CB)

Identifies the construct of teacher efficacy--the extent to which teachers believe they can affect student learning--and describes how it influences classroom behavior. The following major variables are considered in terms of development and enhancement of teacher efficacy: teacher education and socialization, personal teacher variables, school…

Institutional vitality will require imaginative linking of professional development of individual faculty with carefully planned development of academic programs and institutional policies. Academic advising is discussed as faculty development. Faculty anxiety about scholarly production is described. (MLW)

Ways in which the fragile nature of the authority to teach can be damaged or disturbed are explored. Teachers need to reflect on specific classroom practices and consider how patterns of expectation may condition their effective authority. (CB)

Reviews history of educational patterns in relation to order in the classroom. Although the high schools of the 1940s were disciplined and ordered, this did not result in educational excellence. (MD)

Surveys completed by 1,760 teachers of hearing impaired students revealed an overwhelming preference for English over American Sign Language as the language used in classroom communication. Signs appeared to be used most consistently in residential and day schools. (CL)

Presents the findings of a survey of parents' experiences with different kinds of parent involvement. Views school and family relations from the parents' perspective and suggests that parents favor programs that stress cooperation between school and home. (DR)

Trained observers assessed the frequency of 95 classroom teaching behaviors shown by 124 teachers in arts and humanities, the social science, and the natural science faculties. Teaching effectiveness was measured by formal end-of-term student ratings averaged over a three-year period. (Author/MLW)

Reviews two models of assisting and assessing teachers, combines these models into a realistic synthesis, and suggests how this synthesis could be used to provide incentives for good teaching performance. (HOD)

Focuses on student and teacher perceptions of psychosocial characteristics of the elementary school classroom environment. Profiles, comparing actual and preferred classroom environments, were assessed using the following five dimensions of the My Class Inventory (short form) (Fisher and Fraser): satisfaction, friction, competitiveness,…

This article describes the development of a research-based teaching evaluation system including instrument development, content validation, and field testing. More than l,200 observations of teacher practice at all grades were made, and results support the instrument's value in teacher training, remediation, and evaluation. (Author/MT)

Advocates that rhetoricians pay attention to one of the most important factors affecting the overall structure of any composition--the outside limits--and that they practice what they preach. (EL)

Uses two intensive case studies of teachers to examine factors precipitating changes in teacher attitude and behavior over time. Data analysis indicates that two core processes--humanization process and rationalization process--produce shifts in work perspective. Discusses implications for teacher education. (SA)

Describes and illustrates problems involving teachers, children, and parents encountered in implementing a multiethnic curricular policy in Israel. Direct observations show that introducing the materials is not enough and much depends on the teacher's background knowledge and attitudes. (SA)