The development of effective team teaching is seen as an answer to many school problems. This author tends to agree, and adds a number of conditions that remind us that it may be easy to say'', but not so easy to do''. (Author)

Considers the implications of administrative accountability, the need for self-evaluation, and the desire to determine relationships between processes used and outcomes produced for recent approaches to collecting evaluation data. (Author/EA)

Presents an inquiry into the nature of principals' written accounts of observations of classroom teaching. (Author/RK)

Discusses the use of corporal punishment in the American school system, the effects it has on children and older students, and the efforts of responsible parents to stop its practice in the schools in concert with court decisions on constitutional rights. (RK)

A procedure for recording and coding teacher and pupil behaviors in the classroom has been described and suggested as an assessment instrument of the school psychologist. (Author)

Reports degree of relationship between assessments of teachers' procedural and verbal behavior made independently by teacher self report, student checklists, and the observations of an outside observer. (AL)

A significant relationship was found between modes of teacher influence and use of cognitive levels, as well as between levels of teacher cognition and that of pupils in pupil response categories but not in pupil initiation categories. (Author)

Purpose of the study was to determine whether teacher-student interaction and the effectiveness of using certain teaching strategies were functions of selected personality characteristics of the laboratory teachers. (Author)

Secondary school students perceptions of their teachers were analyzed by pupil characteristics and teacher characteristics. Academic achievement, pupil sex and age, teacher experience, and subjects taught were among the factors affecting students evaluation of teachers. (JB)

Suggests that directed reading-thinking activity, characterized by (1) inquiry, (2) selectively processing ideas, and (3) feedback, is more creative for both the teacher and pupils than the teacher-centered directed reading activity. References. (VJ)

Twenty student tutors were each matched with two elementary school children, one judged to be compatible and one incompatible on the basis of a test of interpersonal relations. After nine one-hour weekly tutoring sessions (in remedial arithmetic) no significant relations were found between student achievement and either compatibility or tutor…