Responses to criticism of the amount of theory involved in the physical education teacher's training suggest the significance and applicability of theory. The prospective teacher must understand that theoretical knowledge facilitates the ability to interpret and predict behavioral phenomena. (JMF)

Data on teacher expectation research have revealed that some teachers treat high- and low-achieving students differently and that teachers' expectations appear to be associated with student achievement. (Author)

Five different process-product studies are presented along with a definition of competency. Implications of these attempts to identify relationships between teacher behavior and pupil outcome are summarized. (JMF)

The purpose of this study was to describe the effects of teacher expectations on specific teacher behaviors and student behaviors during physical education instruction. (MM)

Research revealed that teachers with a positive view of human nature seemed to be more open toward and accepting of acts considered to be typical behavioral problems of elementary school children. This group also seemed more concerned with the child's personal adjustment than with proper behavior and deportment. (Author)

The winter 1978-79 issue of this journal (see TM 504 601-609) contained a series of articles exploring the thinking of elementary school teachers while teaching, planning, making decisions, perceiving pupils, and expecting student behavior. Findings of this series are summarized and implications for research are discussed. (GDC)

Reports results of an intensive study of adult basic education (ABE) teachers in Nebraska community colleges to analyze (1) teacher characteristics; (2) attitudes of the teachers toward their work; (3) attitudes of teachers toward their training; and (4) their perceived training needs. (DR)

The author asserts that, to defend their programs, art educators must cooperate with other school staff. She warns that, by too closely identifying with the traditional artist's role (communicating nonverbally, being creative, acting as a tradition-breaker), the art teacher may risk being viewed as separate, noncooperative, and divisive. (SJL)

Reviews and evaluates the current research on the use of home-based reinforcement programs to modify both disruptive and academic behaviors in the classroom. (Author/MP)

Using a stimulated recall technique, the reports of cognitive processes during teaching of twelve experienced junior high school teachers were recorded in an experimental setting and analyzed. Reports were related to teachers' cognitive style and ability. (Author/JKS)

Reports conditions necessary for the adequate use of videotape recordings in reporting teaching techniques, teacher behavior, student behavior, and student teacher interaction. Proper camera placement is illustrated, observation categories are listed, and a sample videotape release form is included. (RAO)

A model staff development program is presently being implemented at Memphis State University in which systematic observation and videotape feedback is used to provide teaching faculty with the opportunity to analyze and improve their classroom behaviors. (MM)

The role of the cooperating teacher in facilitating the student teacher's learning is made very explicit. Is there now a case to be made for the role of the college supervisor? (Editor)

Examines whether or not teachers employed in the same settings could agree with each other concerning expressed optimal educational strategies for preschoolers, looks at their behavior in those settings, and studies the relationship of teachers' attitudes and behaviors among a number of settings purporting to derive from the same conceptual…