Draws on the authors' insider and outsider perspectives as teachers and researchers to examine a teacher's use of scaffolding in a preschool classroom for children ages three through five. Finds that through literacy scaffolding with an academic focus, an intellectual focus, and an emotional focus, the teacher was able to build bridges from the…

Describes how a teacher used the "hypothesis-test" (HT) approach with a first grader for a school year to examine up close the process of a child learning to read. Describes how the teacher saw what was happening as the children read and then brought that to the rest of the class so everyone could learn from each other. (SR)

Traces technological advancements implemented in U.S. public schools from the 18th century on, arguing that their failure to meet expectations arises from institutional characteristics rather than teachers' resistance to change. Argues that teaching/learning models must change to allow technology to be adopted and applied to public schools. (43…

Surveys and observes highly effective primary-level teachers. Describes their classroom characteristics and instructional practices, particularly the deliberate and well-planned integration of explicit skills instruction and authentic reading and writing experiences. (SR)

A study compared United Kingdom classrooms containing nurture groups and typical classrooms (n=8). Teachers' verbal and nonverbal communications in the nurture group were much more positive and more likely to enhance the self-esteem of pupils (ages 5-7). Communication of typical classroom teachers were less likely to foster positive self-esteem.…

Discusses the problems of school violence as related to teachers. Addresses the issues of depression that teachers face, explaining that psychological isolation acts as a forerunner of depression. States that teachers feel defenseless against school violence and warns against these conditions which cause a lack of motivation to teach. (CMK)

Discusses the impact of various policies, including faculty compensation, workload, intellectual property, and geographic service areas, on distance education enrollment growth. Reports on five cases based on data from a survey of members of the Western Cooperative for Educational Telecommunications and presents a framework for understanding why…

Discusses dilemmas that face educational leaders, principally in the UK, when attitudes toward sex and sexuality start to change and when their own beliefs may or may not coincide with these changes. Focuses on sexual relations that may occur between adults and between adults and students. (Contains 34 references.) (WFA)

This article reports on some of the dilemmas faced by classroom teachers in an Australian high school as they implemented a mandated curriculum initiative. The resolution of these dilemmas as the school faced structural, cultural, and pedagogical adjustments is examined. (Contains 37 references.) (AUTHOR)

Shares the observations of an educator visiting a high school classroom. Comments on how planning can support students' initial responses and their deeper thinking. Argues that teachers of literature can be both intuitively planful and planfully spontaneous in providing students with powerful language tools for shaping personal meaning. (MG)

Examines which power bases and Behavior Alteration Techniques (BAT) have positive, negative, and no association with student motivation toward studying course content. Finds that perceived use of power bases and BATs are associated with reports of cognitive and affective learning. (MG)

Compares the reading attitudes of students with reading difficulties to teachers' impressions of their students' reading attitudes. Finds that teachers underestimate their students' positive attitude toward reading activities and that structured observation by teachers may increase teachers' knowledge of students' attitudes. (RS)

Student perceptions of the behavior of physics teachers in relation to selected variables in the classroom setting were investigated. High correlations between student perceptions of teacher behavior and affective outcomes are reported. (CW)

Describes four learning styles, including innovative, analytical, common, and dynamic, based on the 4 Mat System. Discusses the role of the science teacher corresponding to the learning styles. (YP)

Examines the relationship between what novice teachers were taught and how they are actually teaching. Finds that novice teachers are not employing the instructional practices (such as language experience, writing activities, children's literature, and learning centers) which are being cultivated in undergraduate reading courses. (RS)