Pupil behaviors during oral reading influence teacher response more strongly than do preconceived pupil status variables. The research findings are also related to the formation of teacher expectations. (CJ)

Teacher educators are encouraged to respond to variations in the needs of individual teachers. To do this, educators need to devise preservice programs which involve development of teacher tasks for individual teachers. Teacher behaviors are observable indications of teachers' abilities to accomplish these tasks. (JN)

Future staff development designs must be consistent with the organizational and environmental realities teachers confront each day. Various existing staff development programs are described and suggestions are made for alternative solutions which incorporate organizational and environmental factors. (JN)

There is a great need for theoretical frameworks to generate research that could help to guide the development of teacher education programs. Studies of successful adult functioning in complex careers support the construct validity of developmental stage as predictor. (JN)

The central task of the teacher is to accomplish tasks that will result in pupil learning. Research on the effects that certain competencies have on teacher behavior and student academic achievement is needed. (CJ)

Since teachers are a school's most important resource and its largest financial investment, it makes sense to devote time to assuring their success. A school can protect its investment in new teachers by giving them the necessary support from the start through relationships that are both nurturing and evaluative. (Author/AN)

This study found that student teachers can function effectively as behavior change agents for their peers on a partnership basis. (MM)

To examine the possibility that teacher variables affect school integration results, this article reviews the literature on minority children and teacher attitudes and behavior. This literature indicates that biased assessments (unfavorable attitudes, qualitatively inferior instructional behavior, and lower expectations) are made of minority or…

A summary of the results of three studies, sponsored by the National Science Foundation, is given. Findings related to content, instructional organization and style, and teacher factors are discussed. (MK)

Investigators observed time usage and teacher statements in 26 Chicago high schools and found a lower rate of time loss and a higher rate of positive comments by teachers in higher achieving schools. (Editor)

Teachers participated in a course on behavioral approaches in the classroom. Training was conducted in phases: Information, Instructions to Practice, Guided Practice, Coding Practice, and Performance Feedback. Significant increases in positive teacher behaviors and decreases in negative teacher behaviors were observed but were not maintained.…

Tests the effectiveness of three training methods as self-training materials in modifying questioning behavior including wait time of Thai high school chemistry teachers. Concludes that studying pamphlets and qualitative listening to audiotapes improves questioning; pamphlets study also improves wait time. (CS)

Results of a study of 21 biology teachers in England indicate that classroom behaviors result from a complex interplay of both verbal and nonverbal elements of communication. By manipulating certain nonverbal behaviors, it might be possible to control verbal and social interactions. (Author/KC)

It was hypothesized that confrontations between a strict teacher and misbehaving students would add drama and robustness to the classroom. In 88 secondary classrooms, robustness and teacher's control ideology and behavior were measured. The hypothesis was rejected; humanistic control behavior related to high robustness. A companion elementary…

Presents results of research of the use of simultaneous communication in deaf schools and its accuracy in representing English grammar. (AM)