This review summarizes research findings on teacher receptivity to the implementation of changes in the educational system. Models of implementing change should include variables of teacher attitude and appraisal of change and perceived expectations and beliefs about educational issues. (SLD)

Indicates the differences between preteachers' and experienced teachers' cognitive schemes for classroom management. Experienced teachers reported using more pro and antisocial strategies than did prospective teachers. Both relied on antisocial techniques for active misbehaviors and prosocial for passive. (JK)

Presents findings of case study in which both a teacher's belief systems and instances of decision-making opportunities for prechool children are compared and analyzed. Emphasizing instructional strategies used to promote children's decision-making, topics addressed include elements of a teacher's belief system; influence of belief systems; and…

Investigated implications of cognitive development of preservice teachers (N=91) as it related to their classroom teaching performance. Results obtained support a general portrait of teaching behavior specifically related to teachers of differing cognitive functional levels. Implications for professional training programs are discussed. (Author/JN)

Describes the Basic Practice Model of Instruction, a direct-instruction model that expresses the research findings on teacher effectiveness in a coherent pattern of teaching, and places these findings into a meaningful framework to guide instructional improvement and teacher training. (HOD)

It is suggested that because of the bias of teacher evaluation instruments in favor of certain concepts of excellence, an evaluation technique in which students report whether or not teachers act responsibly rather than excellently, providing information for both administration and faculty, would be preferable. A sample instrument is proposed.…

What research indicates about the issue of effective whole group instruction is presented and discussed. Teacher behaviors apt to be helpful are listed. (MNS)

Outlines an approach to developing schemata using elementary school teachers' self-reports of their interactive thinking and reviews alternatives to traditional teaching skills. Describes schemata in the form of those models. (Author/HOD)

Discusses a study which examined the attitudinal and subjective norm variables which impact the behavioral intentions of preservice elementary teachers. Results suggest that measuring preservice teachers' attitudes toward science cannot adequately predict nor provide a satisfactory explanation of their science teaching behaviors. (ML)

Presents specific information to help teachers give clear and precise directions. (SRT)

Suggestions are offered for formulating a classroom management system where students develop social and psychological strengths, responsibilities, and independence in a positive classroom atmosphere. In this classroom, the teacher stresses the positive and is consistent without always being concerned with being "in control." (DF)

This article summarizes a research project on values development in Dutch students, grades four through eight. The research investigated: (1) the relationship between teacher and pupil verbal behavior during values development lessons; (2) what verbal behavior is important to pupil outcomes; and (3) the effects of values development lessons on…

Forty lessons given in secondary schools were observed and described in terms of the eight dimensions of a teaching rating scale: preparedness, pace and flow, transitions, cognitive matching, clarity, business-like, withitness, and encouragingness. The study indicated that this approach provided a useful heuristic device for the constructive…

Examines teacher effects on activity choices of boys and girls in a German kindergarten. Teacher's differential attraction for boys and girls is also considered. Results indicate that teacher presence has a marked impact on activity choices and suggests that the teacher has a stronger attraction for girls than for boys. (Author/AS)

Using cognitive ethnography, this study examines the relationship between a first grade teacher's thinking about the management of students' behavior and her routine actions in the classroom. The purpose was to discover characteristics of her management plan, i.e., the relationship between criteria and strategies selected to achieve certain…