Tells a story that shows how a pedagogy based on a naive vision of care, one in which both collaborators are to treat each other with reciprocal integrity and compassion, can go awry. Offers three precautions that writing teachers can enact toward a more responsible pedagogy of collaboration. (TB)

Reflects on the author's training as a Reading Recovery teacher and examines her uneasy feelings about this highly acclaimed program. Notes that teachers do not have a voice in their training and that students do not have a voice in their Reading Recovery lessons. (SR)

Describes one teacher's change process as she moved from a formal list of spelling words to a more individualized program, focusing on high-frequency words, student ownership, and sound/spelling principles. Offers descriptions of her spelling program as well as seven selected journals entries to show what her spelling program looks like during a…

Data of reported cases of emotional abuse were collected from six Zimbabwe education offices and a questionnaire was administered to 150 primary school teacher trainees and 300 teachers. The majority of participants believe that shouting, scolding, use of vulgarities, humiliation, and negative labeling of pupils is done by female teachers.…

Explores associations among student perceptions of instructor aggressive communication, perceived understanding, instructor credibility, and instructor evaluations. Affirms the importance of instructor communication behaviors that facilitate understanding and allow students to communicate successfully with their instructors. Supports the notion…

Focuses on how to help young people cope with the terrorist attacks of September 11, 2001. Discusses the reactions of students and social studies teachers. Explores how to discuss the students' feelings about the events to help them cope. Includes a list of Web sites. (CMK)

Reports on a test of a psychological model of teacher-parent communication in primary schools in Hong Kong (China). Shows that teacher commitment and efficacy in working with parents have predictive power for teacher intentions; while teacher intentions, along with commitment, predict the time teachers spend communicating with parents. Includes…

Explored Greek secondary school teacher-student classroom interactions, examining links between teachers' classroom behavior and ideas about gender and, to some degree, life experiences. Results indicated that teachers behaved differently toward boys and girls. Teachers' lack of awareness of gender as an important factor in education and teachers'…

Presents a cross-cultural study of immediacy, with samples of students drawn from a university in the U.S. and a university in Kenya. Identifies positive relationships between verbal immediacy, nonverbal immediacy, credibility, and cognitive learning for both samples, further supporting research done in the U.S. and elsewhere suggesting that…

Reports on a study of teacher regulation of classroom activity and teacher-student behavior. Focuses on two types of regulatory strategies: (1) regulating the social structure of participation; and (2) regulating the content development and learning task. Identifies and analyzes the second type of strategy. Includes references. (CMK)

Ninety-nine completers of computer-based literacy education using the Principles of the Alphabet Learning System showed reading level gains, improved self-image, and more motivation. Instructional time apparently could vary and still be effective. Teacher support and encouragement were also important factors. (SK)

Examines the feasibility of measuring self-perceived, communication-related characteristics of college teachers. Finds that four factors appear to compose this construct: extroversion, character, competence, and composure. (MG)

If whole language classes are to be student-centered and teacher responsive, teachers must relinquish several commonly held assumptions regarding student performance levels and abilities, testing practices, lesson planning, and classroom control. In the process, they will gain the freedom to achieve their own potential and enhance their students'…

Argues that writing teachers who do write do not represent the majority of high school writing teachers and that their efforts should not be construed as a mandate for the rest of the high school writing teachers. Concludes that most writing teachers do not write because of a lack of time. (RS)

Asserts that one reason for schooling is to teach rules regulating the exchange of attention. Suggests that, to maintain visibility in front of the class, many teachers feel they must constantly perform. Describes the experiences of one teacher who preferred to allow students to discuss the subject matter freely. (SG)