Describes the development of a Reading Recovery teacher's understanding and use of effective questioning practices for low-progress first-grade readers. Finds that teachers' awareness of their own interactive behaviors is developed through ongoing, deliberate reflection and discussion with others and that this awareness is related to student…

Provides excerpts from two composition classes which use small group instruction in different ways, where the teacher is leader and model and where the teacher is not available as model. Concludes that writing teachers should articulate clearly a purpose for writing; and model ways of using writing that students can follow. (NH)

Investigates how teacher talk and social interaction influence children's discussions, by comparing the talk occurring within literature circles in fourth-grade classrooms where teachers were and were not present. Discusses the four roles teachers took (facilitators, participants, mediators, and active listeners). Notes strategies students used to…

Teacher/child interactions with learners with exceptionalities (n=15), learners at risk (n=19), and typical learners (n=50) were observed in three inclusive elementary classrooms. Teachers initiated more task-related interactions with exceptional children and gave them more negative feedback compared to others, but only at the beginning of the…

Aims to demonstrate effects of teaching practice on teachers' perspectives about teaching. Argues that there is often a mismatch between teachers' explicit beliefs about teaching and practices in which they engage. Suggests that teachers should develop an appreciation of how tensions and stresses of practice inform their beliefs about teaching.…

Discusses how not all children have benefited from the Accelerated Literacy Learning program. Conducts a case study to illuminate various rates of progress between students who began the school year with similar academic profiles but returned to different classroom environments after their daily lessons. Finds a complex relationship between the…

Revisits the issue of the native versus the nonnative speaker in the area of English language teaching. The main goal was to examine the teaching behavior of two groups of teachers, native and nonnative, who have exhibited differences not only in terms of their language backgrounds, but also in terms of their qualifications and relevant teaching…

Finds that interactive television instructors' perceptions of students' nonverbal responses are positively related to their impressions of students, their perceptions of teaching effectiveness and satisfaction, perceptions of teacher-student interpersonal relationships, and preference for teaching in the interactive television classroom; these…

Explores the pedagogical role of perceived teacher confirmation in the college classroom. Finds: (1) support for confirmation as a crucial communication variable; (2) a need for further research to clarify the issue of defining "disconfirmation"; (3) support for earlier research establishing confirmation as a receiver-based variable; and…

Discusses results of a college writing instructor's initial experiment with electronic portfolios-in-progress that caused her to reconsider how she used the system and what she would change. Notes that the instructor found herself taking charge of student texts in ways she had not done in years, and effectively violated most of her beliefs about…

Theorizes that three features of electronic texts have changed writing and writing instruction: the creation of a seamless flow of text, word publishing as a rhetorical act, and hypertextual writing and thinking. Discusses implications for how teachers read, respond to, and evaluate student writing. Stresses importance of linking writing…

Ethical teaching dilemmas generally fit four patterns: individual versus community, truth versus loyalty, short-term versus long-term, and justice versus mercy. Research discloses five core shared values: compassion, honesty, fairness, responsibility, and respect. When choosing among end-, rule-, and care-based resolution approaches, teachers'…

A study involving seven early childhood and special education teachers found they tended to use the naturalistic intervention strategy, embedding, in a limited capacity. They embedded objectives by asking questions and providing verbal models and used embedding most when they were one-on-one and engaged in language programming and pre-academic…

A study involving 92 administrators, 266 teachers, and 211 paraprofessionals identified competencies needed by teachers to supervise or direct the work of paraprofessionals in educational settings. Results indicate participants considered the competencies very important but the competencies were not observed as frequently as their perceived…

Examines the influence of the contradictory interaction of the teacher's actual self (personality and behavior), reflected self (anticipated assessment of others), creative self (contains what the individual may reveal in the future), and empirical self (everyday self-awareness) on the dynamics of professional development. The sample contains 135…