Several hypotheses were tested: (1) task behavior in a Montessori classroom and an experimental activity are correlated; (2) teacher criticism causes low task persistence in both situations; and (3) praise causes higher involvement in both situations. Results confirmed all hypotheses except that between classroom reward and experimental…

Reports a study of the relationship between ability to perform science process skills and teaching behaviors of 169 preservice elementary teachers. Results indicate the level of ability to perform science process skill tasks is not related to teacher classroom behaviors consistent with teacher roles in new elementary science curricula. (SL)

Examines assumptions underlying the classroom activities of teaching and of objective evaluation. Teaching and learning are continuous and contingent activities, but testing and grading proceed under correspondence assumptions. Thus, bureaucratic demands for objective and standardized evaluations are often incompatible with the contingencies of…

Attempts to develop a system for gathering more accurate and comprehensive information about the act of teaching. Such an instrument could then be used through longitudinal studies to research which teacher competencies produce certain pupil learning. Instead of limiting research strategy to pretesting and posttesting, this study examines how…

Teachers rated responsibility and expected performance of first and second grade students. Actual classroom interaction was observed; high or low expectation was related to teacher praise or criticism. Other relationships between teacher expectation, perceived personal responsibility, teacher rating of responsibility, and teacher feedback behavior…

Sir Karl Popper is one of England's most distinguished contemporary philosophers and it is surprising that his thought has not permeated and informed educational discussion. This paper suggests that educationists have much to learn from Karl Popper's writings and explores ways in which his ideas can illuminate and advance discussion about…

Results of a national survey of pupil expectations of teachers' classroom behaviors are analyzed according to respondents' race, sex, socioeconomic status, and fathers' occupations. (GW)

Subjects with first names that teachers considered desirable differed significantly from children with undesirable names, on variability, flexibility of self-description, conflict, personality integration, expectations and aspirations about achievement behavior, and standardized achievement scores. (Author/BW)

The relationships between the delinquency rate of a school and the perceived behavior of its teachers and pupils were compared. The findings were discussed in the context of parental choice of school and questions concerning the tasks and activities offered to pupils and the nature of teacher/pupil relationships within the schools. (Author/RK)

The use of contingent ignoring to help reduce problems in the classroom has been advocated by behavioral psychologists, but in practice, teachers have found this procedure often is not successful. The potential mistakes are described. For each potential problem, a remedy is prescribed. (Author)

Six methodological principles are discussed for the teaching of pronunciation in English as a second language; ten points of approach located between methodology and technique are listed. (CHK)

The voting pattern of high-paradigm faculty (chemistry, physics, mathematics, and engineering) was compared to low-paradigm faculty (sociology, political science, history, and education) concerning a controversial campus issue to liberalize curriculum choices for students. High-paradigm faculty were not willing to grant students more latitude to…

This article reports that teachers are in an adversary position in relation to boards of education and administrators not only on the subject of basic curriculum but also school governance, and predicts that the situation will worsen for teachers in the light of tight finances and over-supply of teachers, with more power accruing to school…

The article identifies ethical criteria for social studies teachers. Examples of tensions between parents, students, and teachers are presented to illustrate how the ethical criteria impinge on the social studies teacher. (Author/DB)

The objective of this analysis on use of time in the classroom was to show whether or not students who spend more time in a particular content area also show higher achievement in that content area; the qualified conclusion is that more time yields more learning. (JD)