The author suggests three elements of personal preparation to all Catholic educators, so that they will be comfortable in the catholicity of the school and reflective of Christ in their living and teaching: clear communication with God through prayer, sacrifice, and sharing. (Author/SJL)

Discusses observation of teaching behavior (what should be recorded, what methods of recording are available, what is low inference and high inference data) and aspects of teacher evaluation (summative evaluation, formative evaluation and constraints on the evaluative process). (SS)

Instructors were taught that pupil ability was either extrinsic or intrinsic, and were led to believe one pupil possessed high ability and one low ability. Instructors adopted teaching strategies based on the theory of ability they had been taught. Pupils behaved in ways which confirmed teacher expectations. (Author/DB)

Addresses the significance of teacher role in the control of student behavior in laboratory groups. Elementary school science classes were observed and videotaped. Changes in interaction setting (teacher-class, pupil-pupil, and intervention) or "treatments" were noted for each class. Conclusions are made concerning teacher interventions…

Evaluated the comparative efficacy of the three most popular classification systems in terms of preservice elementary school teachers' ability to classify questions and their attitudes toward questioning. The classification schemes used were those of Aschner, Bloom, and Sanders. Advantages of the Aschner-based system are discussed. (CS)

Investigated the effects of variation in teacher wait-time on science achievement for students (N=733) in 11 Australian middle schools. Conclusions provide evidence that the extension of teacher wait-time produces desirable changes in achievement. (CS)

Defining effective college level teaching is hampered by the lack of experimentally obtained data about the relationships between teacher behaviors and student learning. (JD)

Common beliefs about children and school mathematics are presented and discarded. New and different ways of approaching mathematics instruction are then reviewed. Five rules for teaching are included.

Educators can strengthen students' commitment to the value of human dignity by openly affirming the homosexual teacher's right to teach. Common myths concerning homosexuality are explored and a history of homosexuality in education is given. Cultural, religious, psychological, and physiological points of view on the question of homosexuality are…

Explains types of nonverbal cues which teachers can use to express high expectations to their students. Briefly considers the ethics of the intentional use of nonverbal motivation. (SJL)

Eight nursery staff were observed for four months and their behavior monitored on a time-sampling basis. Particular focus was put on behavior likely to foster cognitive growth in educationally disadvantaged preschoolers. Results are presented for staff activities. Discussion focuses on the optimal amount of "structure" in nursery…

Examines if the same five bipolar factors that appear for the ideal role concepts of public school teachers also appear for parochial school teachers. Results indicated that parochial and public school teachers have similar factor structures, although there were significant differences in several factors when comparing scores. (Author/RC)

Traditional mathematics instruction techniques often cause fear, anxiety, and avoidance of math by students. Several sources of math anxiety in the classroom are described, along with possible remedies. (CJ)

In an attempt to better organize supportive environments for teachers, teacher educators are examining specific environments which best influence teachers. Teacher behavior is produced as a result of the interactive effects of teacher characteristics, teacher educational environments, and the tasks in which teachers engage. (JN)

The effects of a combination of aversive and positive contingencies on target behaviors were investigated. Results indicated that teachers were more willing to implement treatment schedules that incorporated aversive contingencies and did implement treatment effectively. (Author/GK)