Discussed is literature which deals with sexism, sex bias, or sex-role stereotypes in the following areas: (1) educational material; (2) curriculum, e.g., music course offerings, enrollment patterns; (3) guidance counseling; and (4) teacher behavior and teacher training. (RM)

Teacher-made tests are a major but little researched part of the drama of testing in schools and classrooms. This report gives a view into the inner workings of this aspect of testing, which occupies more teacher and student time and effort than any other. (Author)

Support for preservice teacher education programs cannot be unqualified, just as calls to abandon it cannot be embraced uncritically. Many factors affect how well teachers perform and how children are educated. A selected bibliography of pertinent documents in the ERIC databases is given. (PP)

This article explains how teachers can use tact and diplomacy to minimize potential problems with parent-teacher conferences. A checklist of tips to help teachers prepare for conferences and conduct them positively is given, along with ideas for keeping in touch with parents the rest of the year. (PP)

The Consumer-Validation approach to applying educational research in classroom settings is described. The model, developed in Murfreesboro (Tennessee), provides a way to disseminate research findings as well as to allow teachers to test the validity of findings drawn from classroom research. (CJ)

The conditions that lead teachers to be more controlling versus more autonomy-oriented with students were examined. When responsibility for their students' performance was impressed upon teachers, they became more controlling. They talked more, were more critical, gave more commands and allowed less choice and autonomy. (Author/CM)

The extent to which inexperienced teachers--probationers and student teachers--report awareness of nonverbal communication and whether this awareness increases their effectiveness in the classroom were examined. Effective probationer teachers mentioned nonverbal communication more often than less-effective colleagues, and made more use of subtle…

Reviews a variety of topics germane to the causes of stress encountered by teachers every day. Discusses the manifestations of stress, the states of stress, and possible stress reduction techniques. (FL)

Introductory college biology students (N=101) reported frequencies of 20 overt, in-class teaching behaviors and rated the instructor on 12 measures of teaching effectiveness. Moderately strong relationships were found between student perceptions of "information-transmitting" behaviors and achievement, while generally stronger…

Classroom observation and parent interviews in 18 elementary school districts in suburban Chicago (Illinois) tested an economic model of the impact of differing administrator, parent, teacher, and student perceptions of costs on teachers' allocation of resources in the classroom. Research results and administrative implications are presented.…

Observation, in-depth structured and unstructured interviews, and open-ended questionnaires were used to determine what being a teacher means to 35 public school teachers. Results focus on teachers' skills and development related to instructional mastery, classroom control, and social relations with students. (JN)

Recounts the year-long interaction between teachers and teacher consultants during efforts to evaluate student writing, to survey teacher practices, and to survey student attitudes toward writing. (RL)

Concludes that teachers today are somewhat more authoritarian in their beliefs than were their counterparts of 25 years ago. (FL)

Regular classroom teachers are learning about P.L. 94-142 and about special education through inservice programs. Results of the programs indicate that teachers are more aware of and patient with special education students. In order to be maximally effective, inservice programs need to be long-term and issue-oriented, and should consider teacher…

A study analyzed an elementary school physical educator's interactions with students, using the Academic Learning Time-Physical Education instrument. Data were collected to show differences in learning opportunities: (1) for girls and boys; (2) for high, medium, and low ability students; and (3) in different instructional units. (Author/PP)