A systematic program to improve the quality of instruction by college faculty focuses on the following goals: to have each course taught in a highly effective manner; to have academic programs be useful and effective; to have faculty members value high quality instruction; and to obtain useful and valid evidence about the effectiveness of courses…

Clarifies a general approach to understanding teaching effectiveness research, outlines the requirements of the kind of research that is believed likely to result in verified generalizations about the primary dimensions along which effective and ineffective teachers vary, and provides an example of the kind of research it is believed is needed.…

Defining "effective teaching" involves a general conception of education and teaching, a conception of a curricular domain and its priorities, attention to the possible conflict in values and priorities among relevant groups, recognition of "functional equivalence," a multidimensional approach to data collection, combination and reporting, and "a…

Responds to papers in this Quarterly by Colley and Smith. (JM)

Results of this experiment indicate that negative first impressions of a teacher have a significant effect upon the classroom climate. (RW)

The research cited and the inservice experiences with teachers described suggest that attitude screening criteria and a training program show promise for producing administrators and teachers with democratic leadership abilities. (Author/IRT)

Teacher interruptions of oral reading can have adverse effects on reader progress. Teachers can effectively monitor their own behavior by audiotaping reading lessons, analyzing behaviors, and improving instruction. Teacher self-monitoring of timing, point, and form of corrective feedback may help negotiate remedial and special education students…

Recounts a discussion concerning Jo Fraatz's "The Politics of Reading: Power, Opportunity, and Prospects for Change in American Schools" and Kathryn Anderson-Levitt's article "National Culture and Teaching Culture" in the March 1987 issue of "Anthropology and Education." (MM)

Comparison of high- and low-expectancy students' perceptions of and causal attributions for teaching behaviors identified major differences between observed and perceived teacher praise and corrective feedback for high- and low-expectancy students. Two hundred seventy second- and third-grade students and eleven classroom teachers participated.…

Analysis of language used by 18 teachers, half in traditional nursery schools and half in early childhood special education classrooms, yielded six categories of verbalizations used during group instruction. Teacher verbalizations dominated instructional climates and did not vary significantly with regard to setting or type(s) of children.…

Instructors who are sensitive to the needs of adult students promote a classroom atmosphere conducive to learning. Students learn best when following a well-organized program of instruction. (JOW)

Often too little attention is paid to the implementation of a new curriculum developed with considerable expenditure of both funds and energies. It is suggested that a greater fidelity of use would be achieved by a multilevel approach to implementation spanning several years. (JS)

All too often, the research dealing with sex equity is overlooked by teacher supervisors. Research findings dealing with verbal interaction patterns and various alternatives to following sexist examples are presented so that unconscious sexist teaching behaviors among both male and female teachers can be identified. (CJH)

Examines the dynamics of collaborative projects on the teaching of writing. Discusses the relationship from a perspective which views schools and colleges as two different cultures and introduces several critical practice initiatives for dealing with these situations. (MM)

A study of changes in the intellectual behaviors in the classrooms of 29 student teachers of social studies across three periods of practice teaching is described. Student behaviors on the final practicum were compared with those of experienced teachers. Results are discussed. (Author/MT)