Describes a study of 69 community college faculty members' espoused and implicit theories of teaching, their methods of diagnosing and responding to problems in the classroom, and the relationship between theory and practice. Reports a significant relationship between espoused theories and diagnoses and actions. (DMM)

Comparison of 88 expert teachers and 92 other teachers indicated that superior teachers prefer democratic, flexible climate, nonmoralistic attitudes, and close personal relationships with students. The caring element of teacher belief is the essential link in the classroom chain of teacher behavior, student belief, student behavior, and student…

Describes (and presents in an appendix) the Multidimensional Reading Instruction Observation Scale, a formative evaluative instrument to evaluate the quality of reading instruction by recording interactions between student and teacher regarding cognitive processes, affective processes, and management skills from three perspectives: teacher…

Examines teaching theories and classroom practices of elementary teachers regarding reading instruction. Finds that most held process theories about teaching, made untested assumptions to diagnose problematic classroom situations, and acted by retreating. (SR)

Offers parable concerning cobbler who lost control of how he operated within his profession. Notes many teachers also feel they are not in charge, that the curriculum is driven by standardized tests and/or the scope and sequence of the published program adopted by the school system. Expresses encouragement that a growing number of teachers are…

Examines effect of teaching approaches on students' responses to three picture books. Finds that students in a "literary analysis" group focused on identification of literary elements; students in a "literary experience" group indicated more involvement in the story world; and students who did not discuss the stories were more…

Investigates the changing practices of two elementary school teachers in conducting writing conferences with their students as they incorporated the Teachers College Writing Project into their teaching. Provides contrasting examples of the teachers learning to alter classroom norms and responding to students in authentic ways. (SR)

Finds that (1) teacher affinity-seeking strategies are positively and significantly associated with students' perceptions of teachers' competence and character, indicating that such strategies may assist in developing teacher credibility; (2) perceptions of teacher credibility and use of affinity-seeking strategies are positively and significantly…

Observation of 10,213 interactions in 182 secondary vocational classes found that (1) males received more teacher interactions than did females; (2) female teacher interacted more with males; (3) male teachers criticized males more often, but used praise, acceptance, and remediation equitably; and (4) very little praise or criticism was evident…

Reviews empirical research on teacher communicator style. Presents, describes, analyzes, and contrasts major foci of inquiries and addresses issues treated as unproblematic so far. Discusses the literature from theoretical, methodological, and cultural perspectives. (SR)

Discusses the contrast between traditional approaches to language arts instruction for special needs children and process-centered, communication-based approaches. Provides examples of research on process-centered, communication-based instruction for special needs children. Addresses implications suggested by this research. (RS)

Offers two case studies which demonstrate gaps between teacher's and students' understandings and valuing of writing and revision. Argues that the more specific teacher's comments are, the more likely that students see immediately what revisions need to be made; and the narrower the conceptual boundaries of the comments, the more likely students…

The article critiques the prevailing metaphor of classroom management, depicting three perspectives on classroom relationships that offer differing aims (obedience, responsibility, and solidarity). A discussion of how to perceive classrooms and schools as sites of negotiation between teachers and students is included. (SM)

Twelve trained observers were randomly assigned to one of two methods of data collection in scoring teacher-student interactions. Results indicated no overall difference in observer accuracy between momentary time sampling and continuous data collection when scoring behaviors that differed along the dimensions of frequency and predictability.…

Suggests 28 activities for motivating day care center staff. The activities can help enhance the staff's understanding of their role as teachers, heighten awareness of the staff's personal daily behavior, and encourage the staff to take a close look at their daily routines and verbal interactions with children and co-workers. (BB)