Examines methods of reducing teacher burnout, including strong peer support systems, teacher participation in decisions that directly affect their job performance, flexible scheduling, provision of advancement opportunities, inservice training programs, fair wage scales, and the understanding of school administration. (CT)

Responses from a sample of 71 secondary teachers and 1,272 students were consistent with the hypothesis that teachers' sense of power would be directly associated with the consistency of their beliefs and behavior concerning pupil control. Some speculations were advanced concerning additional influences on teacher belief-behavior consistency. (NEC)

Investigates teachers' responses to initiations of interaction by severely mentally handicapped children who were rated as extremely excitable or inhibitable. (MP)

Presents reasons for the lack of support for mainstreaming in secondary English classrooms. Suggests techniques that English teachers can use to adapt their teaching to the needs of all students. (JT)

This study investigated why children reproduce and/or reconstruct text in a classroom. The focus was on social classroom variables. Results supported the prediction that students would recall text differentially according to the response interaction pattern maintained with teachers. (Author/DB)

This article gives advice to recent graduates in education on how to find temporary assignments and how to conduct themselves as substitute teachers in order to land a permanent teaching job. (SJL)

Resources shared within a consortium of teacher centers improve the centers' performance and provide better inservice teacher education. (JD)

Twelve fifth- and sixth-grade field-dependent and field-independent teachers were observed for 96 hours in regular elementary classrooms. Statistically significant differences were obtained from 8 out of 10 instructional behaviors observed between field-dependent and field-independent teachers. (Author/SJL)

For four- and five-year-old lower socioeconomic status children learning basic mathematics, more indirect teacher behavior and the active involvement of the student in the learning process are significantly more effective in facilitating student achievement than is a direct instruction/passive reception learning mode. (JD)

Important classroom management tasks occur during the first several weeks of the year, when the teacher establishes expectations about behavior and teaches the students the classroom procedures. (Author)

Describes characteristics of the master teacher which include dedication, scholarship, honesty, and service to others. Also describes the challenges, constraints, and rewards of teaching. (DS)

Today, teachers have numerous concerns which create visible stress. In addition, teachers are expected to adapt to the latest educational methods. Modifications in attitude and behavior are required even though a high level of self-esteem may be necessary to achieve these behavior changes. (JN)

Data collected on 25 ways teachers interact with first-grade students participating in reading groups within intact classrooms were analyzed with class mean analyses and two types of within-class analyses. A large number of statistically significant relationships occurred only at the student-within-reading-group level. (Author/GK)

Reports on an exploratory study seeking to define broadly some indices of growth in writing. Notes that the comparison of last year high school and third year college students revealed a seeming lack of growth in rhetorical control but significant growth in the capacity to abstract to higher levels. (RL)