In attempting to discover how a middle-class teacher copes with lower-class children in an urban school, the authors of this study (one an "outside" observer who sat at the side of the classroom, the other the teacher or "inside" observer) recorded the classroom actions and behavior of the teacher and his seventh grade pupils all day every day for…

To extend and modify university teacher education to meet the needs of noncertified special class teachers, to improve the classroom program and to provide the opportunity for certification, 26 teachers took part in a 2 year educational program. Formal course work was combined with internship activities in which actual classroom assistance was…

Minicourse 2, "Thought and Language: Skills for Teaching Kindergarten Children With Minimal Language Experience," was designed to help teachers to meet the needs of such pupils. The course is organized into five sequences in which a set of 14 teaching behaviors are described and demonstrated; specific skills pertain to five areas of language…

Funded under a Title 3, ESEA Grant, this project for the study and demonstration of methods and materials for teaching English was a cooperative effort between the Curriculum Center in English at Northwestern University and the Elk Grove Training and Development Center (Arlington Heights, Illinois). The major focus of the project was the…

Thirty classrooms (10 preschool, 10 kindergarten, and 10 first grade) in New York and Chicago were observed in this study of teacher and student verbal behavior. The study investigated the extent to which pupils imitate a rewarding teacher's verbal style when talking among themselves. From the 10 classes at each grade level, the six that showed…

This report describes Head Start classroom activity, contains data on the children from a testing program, and includes teacher ratings of pupils on a Classroom Adjustment Checklist. (Individual data is being preserved for follow-up studies.) Classroom observations were made in 13 of 27 Head Start classrooms, while testing activities and teacher…

At the University of Nebraska-Lincoln, the Instructional Staff Development Program, Component VI, Developing/Modifying Student Affective Behaviors focuses upon some affective behaviors that promote and are considered vital to the inquiry process. Through teachers trained in the development of affective behaviors, this program has achieved changes…

Four conceptual competencies were devised and deemed necessary for effective teaching. Then, a number of conclusions were drawn: a) with new competencies being stated, new forms of training must be established; b) training which occurs at the undergraduate level can be made more effective only if the statement of competencies is more realistic; c)…

Factor analyses of 1,359 Teacher Concerns Statements (TCS) indicate a single bipolar factor best describes preservice teachers' concerns, the poles being self-adequacy and teaching performance. Two concerns factors are required to describe inservice teachers' concerns: self-adequacy vs. pupil-benefit (bipolar), and teaching performance. Thus, the…

The objective of the project was to unify the efforts of the classroom teacher and the college faculty in observing and guiding the teacher trainee in classroom teaching practice. Two coding systems, one on teacher behavior and one on pupil behavior, were used to establish a common language for professional dialogue on description of and…

This booklet presents a discussion of some moral and philosophical aspects of issues in early childhood education, beginning with a look at the development of Project Head Start. Current educational research is interpreted and distinctions are made between academic and intellectual goals, between achieving and learning, between performing and…

Critiques of the Rosenthal research on experimenter bias and teacher expectancy have demonstrated that few, if any, conclusions can be drawn from it. From other research concerning the factors in and effects of teacher expectancy, it appears that elementary school children make accurate perceptions of subtle affective and cognitive behaviors of…

A nursery school teacher received three types of training in self-observation skills, which were compared with regard to their effects on the accuracy of the self-observations. Minimal training consisted of a brief description of the behaviors to be recorded. The feedback condition incorporated daily information about the accuracy of the…

The purpose of this study was to examine the classroom questions of teachers of science, English and social studies and to determine whether the frequency and types of questions were related to changes in pupil critical thinking. The author hypothesized science teachers would ask more questions and higher level questions than teachers of English…

The first stage of self-concept development concerns the parents' treatment of the child. Parents are advised to be accepting and supportive of children, particularly toddlers. Punishment and repression of toddlers' curiosity has deleterious effects on their emotional development. The second critical variable in establishing a sense of self…