"We often become so obsessed with rationality in the schools that we forget it is necessary to teach young people positive ways to behave toward their fellowman. This can best be accomplished by creating a positive image which will serve as a stimulus "to help young people learn to love. (Author/AP)

The Instrument for the Analysis of Science Teaching was used to evaluate verbal behavior of teacher trainees instructing pairs of students in each of two science concepts. The greatest differences in teacher behavior was due to differences between students, not differences in science content. (AL)

Paper covers some general evaluation issues including the relationship of evaluation and educational research. Reprints available from the author at the Educational Testing Service, Princeton, N.J. (Author/MB)

The author concludes that Flanders' System of Interaction Analysis can be a valuable device for training teachers, particularly if carefully used in conjunction with other instruments; as a research device, problems of sampling rate and category definitions limit its usefulness. (Author)

Discusses introspection, defense mechanisms, and other personality traits as they relate to a teacher's performance in the classroom and his relationship with the students. (VJ)

The author attempts to analyze the educational climate of the classroom as a function of teacher behavior. (AN)

Classroom observation during an adult education course revealed that teachers behaved differently towards students they had been told were potential high-achievers--and that those students did perform well, even though the information given the teachers was false. (PD)

The importance of personality factors in determining success in school and work is widely recognized. In the school setting, ratings of students by their teachers have been widely used as a means of assessing certain personality traits. There is evidence that ratings scales do have validity and that they can be improved. (Authors/JB)

This study examined the ways in which teacher work values affect group development within relatively closed and open school organizational systems. The overall findings suggest that these different types of formal organization generate dissimilar social structures in their work groups which are related to the disparate work values of group…