Although certain ethical issues in faculty employment have received attention, little consideration is given to others, such as the teaching role and avoidance of practical ethics in the curriculum. There are several possible reasons for this neglect, particularly the anxiety potential of the topics. College faculty must put their own ethical…

Twenty-one classroom guidelines are listed for the benefit of student and first-year music teachers. (AM)

Uses a model of stress which assumes that stress is a function of the balance of demands, supports, and job constraints to test a homogeneous professional group of teachers. Results show very modest support for the model, but confirm the percentage of variance accounted for by these measures is rather small. (Author/HLM)

Data analyzed from Communication Climate and Student Questionnaires confirmed the following hypotheses: (1) liked classes have a more supportive and less defensive communication climate than disliked classes, and (2) student behavior in classes with a defensive communication climate is characterized by the use of coping mechanisms (daydreaming,…

Examined teacher-sex differences in attitudes and behaviors toward male and female pupils. Observation data suggested that boys receive more reprimands than girls and that female teachers were more positive than male teachers in their attitudes and behaviors toward their pupils. (Author/PN)

Data were collected from 173 public school and college teachers who taught both adults and children. When teaching adults, teachers appear to emphasize learner-centered behaviors and deemphasize controlling behaviors. Teaching differences were related to perceived differences between adults and pre-adults on learning-related characteristics.…

Recent research has substantiated long-standing beliefs of classroom teachers about the relationship between pupil engagement and achievement; one of these is that increased pupil involvement or attention to the learning task increases learning. Additionally, consistent teaching behaviors and classroom variables are frequently associated with…

Research has shown that teacher expectations not only determine certain types of student performance but also serve to sustain low and high levels of performance. A model shows how teacher expectations are formed, how they are communicated, and how they sustain levels of student performance in physical education. (JN)

Reviews elementary school teachers' reliance on commercial reading materials and suggests, as an objective factor for their teacher behavior, their belief that greater managerial control over classroom instruction will solve the problems of reading programs. Traces the evolution of this assumption and discusses its ramifications. (FL)

Research on teaching has begun to yield important distinctions between the teaching performances of more effective and less effective teachers. More effective teachers are shown to use a wide variety of teaching behaviors at appropriate times. Teaching behaviors comprising Direct Instruction are most effective for keeping students on task. (JN)

Results of a survey conducted to explore one component of sexual interaction between students and teachers as it occurs in and outside of the classroom are discussed. Flirtations activities are defined, the extent to which flirting occurs in the college environment is determined, and the perceived consequences of flirting are reported. (Author/GK)

Describes the Science Activity Teaching model, which incorporates five teacher managerial behaviors into a model with these subcomponents: focus activity, student instructions, student group activity, synthesizing, and evaluation. This plan provides for the development of fate control, language formation, and social skills. (CS)

Stafford's counter-reply to Edgley's article, "Marxism, Education and Mr. Stafford" (v15 n2 p167-70 1981). The author clarifies his views on (1) the wage earner's right of dissent, (2) class differences as a source of social problems, (3) the tendency of political commitment to become ideological dogmatism, and (4) the evidence demonstrating…

Two low-inference teacher clarity variables, vagueness terms and mazes, are discussed in terms of their effect on student achievement and on student perception of lesson effectiveness. Results indicate that high frequencies of teacher vagueness terms inhibit student achievement and cause students to perceive the lesson as ineffective. (Authors/JN)

There is no need for a special unit to be developed about courtesy. Everyday activities and situations offer ample opportunity for its practice, for children will imitate the good manners they see adults using. (Author/SJL)