This article describes a procedure for developing and validating a criterion-referenced assessment instrument that will facilitate formative or diagnostic assessment of the concomitant theory and principles (cognitions) that underlie appropriate performance in a performance-based teacher education program. (Author)

Most teacher preparation classes are designed around the microteaching concept and focus on the "three T's": the teaching, talking, and terminating cycle. For an improvement in teaching skills, it is important for more than one teach/reteach cycle to be used. (JN)

To integrate psychological factors with traditional training programs, the athletic coach needs to develop special skills. The coach must develop appropriate strategies for coping with athletes' anxiety, fear, or lack of self-confidence by integrating practice and game behaviors and by individualizing coaching practices. (JN)

Recent teacher effectiveness research reveals that teachers of basic skills are more likely to use monitoring and reactive-corrective behaviors. The concept of teaching as assisting consists of a teacher's ability to: (1) create an environment conducive to learning for all children; (2) understand that the instructional responsibility lies with…

The Teacher Expectations and Student Achievement Program focuses teachers' attention on interpersonal behaviors that can lead to improved student achievement. (Author)

Suggests that future teachers need to develop self-analysis skills before their internships and actual teaching experiences. Offers a model of peer teaching and evaluation that helps teacher education students develop such skills. (RL)

On the theme of image building, this series of articles examines ways to create a positive public image for agricultural education: community involvement, effective laboratory teaching, news media, public education programs, and professional dress and behavior. (SK)

Compared are elementary teacher methods courses differing in the amount of field experience with specific teaching behaviors involving the ability to teach activity-oriented or experiential science. Results include the finding that field experience effects a major difference in the ability to model specific teaching behaviors. (CS)

In this series of studies, successful teaching practices in mathematics were identified through naturalistic study and an in-service program and model mathematics lesson developed. The in-service training, tested with 40 volunteer teachers in an urban school district, was effective in increasing student mathematics achievement. (SJL)

This paper focuses on one aspect of preactive teaching by introducing a model of teachers' decision making in planning and by reviewing research on teachers' decisions about grouping students for reading instruction. Includes information teachers seek and use in grouping decisions and effects of these decisions on instruction and learning. (SJL)

Students in 11 university courses rated their instructors at the end of each class period of a semester. The primary dimensions of change in student evaluations of teachers over a period of time include: Interesting/Informative; Personal Concern; Rapid, Lively Presentation; Comprehensibility; Enthusiasm; Competence; and Responsiveness. (Author/JN)

Data collected in both classroom and open design schools suggest that teacher-pupil interactions in classrooms are not as routine as is often assumed, and that open plan schools may not provide for dynamic and fruitful teacher-teacher interaction to the extent that was earlier thought to be the case. (Author/NQ)

The contemporary behavioralistic analysis of teaching assumes a necessary empirical relationship between differences in teacher behavior and levels of student achievement. This paper argues that this assumption lacks both empirical support and conceptual plausibility. Consequences of accepting the null hypothesis of differential teacher…

This study examined videotaped teacher and performer behavior during several high school ensemble rehearsals to determine the predictability of off-task behavior from eight carrier variables. Results indicated a strong relationship between off-task behavior and individual teachers, nonperformance activity, and teacher eye contact. (Author/SJL)

Presents abbreviated abstracts of selected documents from the 1979-81 issues of "Resources in Education." Covers the following categories: research studies; analysis systems for the classroom; nonverbal communication in the library; nonverbal deception studies; and teaching nonverbal communication. (PD)