Notes that educators familiar with factors that support resiliency can shore up protective mechanisms in young children. Defines resilience in children, discussing 11 protective strategies that teachers can employ to fortify resilience in children in areas of personal characteristics and traits, and family and community factors. Suggests that…

Offers a portrait of an inspiring teacher who created an environment of celebration for a group of students repeating first grade. Shows how these students achieved beyond what they or others thought was possible, relishing and sharing their newly acquired literacy abilities. (SR)

Analyzed children's interactions in 19 Japanese preschools, focusing on conflict resolution and how teachers diminish their role as authority figures to encourage children's sense of self-efficacy and autonomy. Found that the most common Japanese teacher response to conflict is nonintervention, with rare use of commands and rule statements.…

Provides a context for discussing the function of a teachers' code of conduct in Scotland. Addresses the purpose of a code of conduct, what form it would take, where it would originate, what the content would be, the status of a code of conduct, and how a code of conduct would influence both professional practice and professional identity. (LP)

Reports on a study of seven experienced secondary school writing teachers in Victoria, Australia. Focuses on how their own writing or lack of writing affects their teaching practices and effectiveness. Finds that the issue of becoming an effective writing teacher is more complex than the seemingly straightforward prescription that writing teachers…

Direct observation of 206 elementary students above the median on risk for aggression found that the interaction of students and teachers differed significantly based on the student's level of aggression risk. Both base rates for specific student and teacher behaviors as well as classroom contingencies differed significantly depending on the…

Presents suggestions for organizing the early childhood classroom, focusing on play unit assessment and creating accessible areas that hold children's interest. Discusses how classroom design influences teacher behavior, children's independence, and social interaction. Examines the connection between classroom design and developmental and program…

Relates how two elementary school teachers were part of a research group that met one day a week at their schools to learn about the "hypothesis-test" process. Discusses the philosophical underpinnings of the approach and describes the four-step recursive process itself, consisting of observations, interpretations, hypothesis, and curricular…

Illustrates the "hypothesis-test" teaching approach with one kindergarten student. Notes that it was the author's stepping back to watch for multiple interpretations of her observations of Jaime's behavior that gave Jaime space to think, to use his voice to make connections, and to grow. (SR)

Considers how effective teaching can be generated in school by arguing that effective teaching involves the development of personal growth and intellect. Explores the issues in relation to effective teaching in the learning/understanding context because some classroom practices may impede student learning. (CMK)

Reveals that most research on teacher stress relies on personal accounts. Presents a psychology of action-concept of stress and that has been transferred to teacher's instructional activities. Argues that this psychology of action concept of stress helps develop an understanding of teachers' work and what may lead to psychological stress. (CAJ)

Provides a theoretical discussion about the process of creating a professional code of ethics for educators. Discusses six key issues and questions, introducing the development of a code of professional ethics and the complexities the code should address. Includes references. (CMK)

Examples from upper primary classrooms in Scotland and Jamaica demonstrate the subtle ways in which teachers support or restrict the classroom use of community languages (Scots and Patwa) through their broad or narrow implementation of language policy. The metaphor of fractals, derived from complexity theory, can form a sensitive and appropriate…

Developed a model to explain the causes and consequences of negative teacher-student relationships, analyzing surveys of Romanian high school teachers and students. Overall, teachers' approaches to student control, teacher morale, and teacher burnout related to students' perceptions of teacher hostility and negative teacher-student interactions,…

Essential ingredients of supervising teachers include: (1) going beyond teacher report to direct observation, (2) timely identification of problems, (3) careful analysis of programs for design adequacy, (4) provision for extensive teacher practice in structured settings, (5) provision for additional supervised classroom practice, and (6) a well…