Teachers'"inflight" decisions were investigated by recording those cues in the classroom to which teachers responded. Through stimulated recall interviews, it was found that the cues teachers noticed and based decisions upon were global and tended to adhere closely to the traditional recitation model of teaching. (Author/JKS)

The information processing of teaching was investigated in a case study, comparing the behavior and cognition of ten elementary school teachers. Data indicated that the amount of discrepancy between teaching plan and classroom reality was a critical variable in the information processing of teachers. (JKS)

Vocal cues which were inconsistent with verbal messages and their effects on teacher credibility were examined. Results suggested that teacher credibility was at least partially dependent upon the degree of verbal vocal consistency in teachers' messages. (Author/MH)

Interviews with and observations of principals and teachers in Ontario elementary schools revealed that beginning teachers would seek assistance from an experienced teacher only if they could find one who taught the same grade in a nearby classroom and who appeared open to friendship. (SJL)

Studies the effects of student-structured (SSLS) and teacher-structured (TSLS) teaching strategies. SSLS students consistently exhibited lower frequencies of teacher dependency behaviors than TSLS students. Need affiliation results varied with the grade level of students. (MA)

The results of this study suggest that student perceptions of teacher behavior can have an important influence on causal relationships in the classroom. (MM)

The competencies needed by a successful teacher in instruction are those needed to do whatever is required, within moral limits, to (1) change the truth value of the premises in the practical argument in the mind of the child, or to (2) complete those premises, or to (3) add to the range of premises accessible to the child in the formation of…

In attempts to reduce conflict between Mexicano and Anglo high School students, administrators tended to use legalistic modes while most teachers relied upon personalistic strategies. The most successful results were obtained by teachers who utilized a combination of both methods. (RW)

Focuses on the Curriculum and Instruction component of the University of Hawaii's Early Childhood Education program and how it is designed to help students grow. (Author)

The degree of teacher control in a language conversation class will determine the success of the class. Beginning language classes seem to require a great deal of control; advanced conversation groups achieve more if sessions are student-run. Intermediate classes require control inversely proportionate to their skills. (CHK)

Matching of students and teachers on the basis of race did not improve student performance, but students of black teachers with less than five years' experience were found to have better vocabulary achievement than students of white teachers with similar experience. (MM)

Describes a study designed to determine if there is significant difference between the attitude of vocational teachers and academic teachers toward students. Results, conclusions, and recommendations are included. (LAS)

Explicates how teachers' control over classroom discourse patterns during teaching-learning activities influences the types of knowledge children create and acquire. Examines the relationship between two types of teacher-child discourse commonly used in early childhood classrooms and the semiotic tools children appropriate through participation in…

Discusses routine classroom language teaching techniques and conventional teacher behaviors that are resistant to change and that may inhibit the use of more effective language teaching strategies. Makes suggestions for alternatives, such as emphasis placed on discourse rather than grammar, and self-evaluation as an alternative to normative…

An open letter from the school board to teachers in the Gouverneur (New York) Central School District outlines what is expected of them in the areas of role in the school and the community, preparation, and job attitude. An outline of the letter is included to help other boards prepare a similar document. (MLF)