Research projects concerned with teaching skills and teacher education, which originated at the University of Waikato (Hamilton, New Zealand), are reviewed. (GW)

A definition and model of teacher stress is presented which conceptualizes teacher stress as a response syndrome (anger or depression) mediated by (1) an appraisal of threat to the teacher's self-esteem or well-being and (2) coping mechanisms activated to reduce the perceived threat. (Author)

Interpersonal communications and problem solving is critical and pressing. This aspect is the focus of teacher education programs in which teachers examine their interactions and develop new modes of communications and new skills for problem solving. (Author)

Significant differences were found between teacher emphasis of the memory and application levels of Bloom's Taxonomy and pupil achievement at those levels. At the memory level, differences in achievement were probably not due to differences in ability. At the application level, differences in pupil achievement may be due to ability, not teacher…

To discover how students perceived they were being helped to learn, three teacher nonverbal behaviors (invasion, touching, and eye contact) were investigated in secondary education typewriting classes through the use of silent videotaped teacher-student enactments and several significant findings were indicated, including a noted difference in…

A review of recent research on teacher education yields seven strategies characteristic of effective teachers. (MJB)

The results of this study indicate that teacher expectations can have a substantial impact on student achievement, but that the strongest single predictor of teacher expectations is the student's achievement record. (JD)

Research based upon the concept that teaching consists of separate, enumerable acts has proven the opposite: that it is composed of interrelated activities and influences. (MJB)

First-grade teachers characterized by high knowledge of behavioral principles were more verbally positive with their classes and produced significantly higher residual achievement gain results for low-IQ and middle-IQ pupils than did first-grade teachers characterized by low knowledge of behavioral principles. (Author/MV)

Describes the structural characteristics of instructinal tasks and their influence on the types of control teachers exercise. Attempts to detail the relationships between task organization and leadership behavior in the classroom setting. (Author/RK)

The long maintained tenet that vocational agriculture teachers are overall a contented group with high moral was not supported by a study examining the relationship between Virginia first-year agricultural education teachers' morale and their classroom behavior. The methodology, results, summary, and implications are reported in this article. (BM)

Empirical evidence that relates teacher behavior to student achievement is minimal. (MM)

The process of building empirical evidence for knowledge about teaching will be long and slow. (MM)

Relationships between teacher attitudes and teacher background variables (academic background, teaching experience, and in-service training) were examined through a survey of 1,478 elementary school teachers in the experimental Hawaii English Project. Results revealed few significant correlations but some indications associating more advanced…

This article describes the work of the Faculty Resource Center at the University of Cincinnati and the programs it provides related to faculty development and discusses the need for examining organizational, interpersonal, and personal constraints on the behaviors of college faculty. (JD)