The organizational climate of a school influences personal interaction, student learning, and personal growth. Suggestions for improving the educational environment of schools are offered. (DF)

Phrases of uncertainty used by social studies teachers in high school history courses negatively influenced achievement for students of all ability levels. A link was found to exist between frequency of teacher uncertainty phrases and student perception of the teacher as a knowledgeable authority on the topics covered. (Author/RM)

Female elementary teachers, classified as having high or low social approval needs, graded students' short answers to two typical school questions. Twenty-five teachers with high social approval need assigned significantly higher grades than twenty-six teachers with low need. Results did not vary with teachers' age, experience, or kind of school.…

The concept of instructional improvement is used as a framework to synthesize research concerning systematic observation of instruction. A self-help model for improving classroom instruction is proposed that illustrates the concepts of instructional effectiveness, systematic observation of instruction, and assistance as a personalized,…

Examines four somewhat arbitrary and overlapping themes from the literature in adult and teacher development: life span development, stage development, career development, and teacher development. (HOD)

Focuses on consulting with teachers about using school-based interventions for control and prevention of learning and adjustment problems. Describes four factors that have been linked to teachers' decisions to utilize and to continue utilizing an intervention: effectiveness, time and resources required, theoretical orientation of the intervention,…

Investigated use of behavior alteration techniques in managing student misbehaviors. Found that inexperienced teachers are likely to employ the same strategies, regardless of misbehavior type or intensity: (1) appealing to student's self-esteem and (2) feedback. (PD)

Discusses four means/ends discrepancies, explaining why teachers who say they want to promote children's thinking behave in ways counterproductive to their goals. Discrepancies involve classroom materials, teacher/student interactions, pupil outcomes, and professional growth. (RH)

Differences in interactions between two sets of fourth-grade teachers and their average reading groups immediately following the reading of a basal story were explored in this study. Results and hypotheses for further research are offered. (Author/DF)

A prospective teacher offers observations of an ineffective middle school English teacher. Specific behavior patterns demonstrating ineffective teaching methods are described. (DF)

Observation of 97 teachers during group instruction of elementary students with mental retardation, severe multihandicaps, and learning disabilities and/or behavior disorders revealed that teachers made limited use of praise over criticism in managing classroom behavior. (CL)

Proposes a model of rationalization, reification, and alienation to explain teachers' reliance on commercial materials during their reading instruction. (AEA)

Describes research concerned with the way teachers' expressions of sympathy and anger toward failing students influence students' thoughts and self-perceptions. Examines the role that causal attributions play in the understanding and experience of achievement-related affect. (CB)

Reviews teacher stress as it has been described in literature since the 1930s, and suggests that proposed solutions place too much responsibility on teacher attitudes and not enough on school environment and organization. (CJM)

Power, force, influence, and authority are motivational controls used by teachers to cause behavior changes in students. Examples of how these controls are used in educational settings are explored in this article. The use of authority is recommended as the control that effects the most meaningful behavior change. (DF)