Describes child care center directors' attempts to increase parents' respect for teachers and the professional recognition of teachers. (BB)

Presents five individual narratives which describe the internal struggles experienced by teachers in resolving the empowerment issue, while learning to support and trust their students' learning. (MM)

Describes a case study exploring the personal change process of one science teacher, examining the tools used for describing and changing practices and investigating how the change experience fit into the context of his life at school. Indicates that both cognitive and cultural dissonance make even individually desired change a difficult process…

In a follow-up project, this study examined how and when six university language teachers actually used English and the target language in the classroom. Results suggest that switches to English may be made to help maintain classroom order, to create solidarity or empathy, to cover lack of experience or strategies, or to rephrase or modify their…

Discusses the negative aspects of publicly praising children's positive behavior, noting that, although on the surface praise seems to be an effective technique, it works superficially and temporarily. Suggests that a more productive method would be to support what children have done and at the same time help them to evaluate themselves. Proposes…

This study examined patterns of reading-related classroom dialog of three low-gaining and three high-gaining special education teachers. High-gaining teachers spent considerably more time scaffolding student responses, modeling reading strategies, encouraging risk-taking, and transferring control of the reading process to students. Low-gaining…

Examines the role of emotions in teaching, noting the significance of teacher emotions to classroom management. The paper focuses on one teacher's experiences teaching a ninth-grade class at a local public high school, examining how his emotions affected his teaching decisions and behaviors and his classroom management techniques. (SM)

A two-year professional development program in a Japanese junior high school is described. Schoolwide training institutes and individual practice sessions focused on behavioral methods of instruction according to a direct instruction model. Observed teaching behaviors changed following the program, and most teachers indicated the direct…

Suggests, as one way to build prosocial values in a classroom, the strategy of "cheerleading" to honor the good intentions of all students and to model the obvious ways of praising success. Notes that celebrating students' successes acknowledges the contributions they make to the classroom community. Activities discussed include year-end reviews…

Reports on a study of the determinism-free will debate presented in 15 textbooks published between 1956-1965 and 38 texts published between 1983-1992. Finds that most textbooks still favor a deterministic position. Issues a call to sociology teachers to reflect carefully about the way the choice debate is depicted. (CFR)

Israeli researchers collected stories from secondary teachers in their staff room, examining form and function of storytelling. The stories described situations where the teachers had terrible classes or students but succeeded in improving things. The teachers' stories created images of the ideal teacher and socialized teachers to those images.…

Elucidates how the oft-cited observation that assessment drives instruction plays out for particular individuals within particular schools. Finds that the relationship between assessment and instruction is complex. Suggests that issues of assessment and instruction are embedded within broader power structures within schools; both are influenced…

Describes a method for training technically qualified personnel to become competent instructors for corporate and industrial training programs. The method identifies 24 teacher behaviors that promote effective learning, and a copy of an Instructor Feedback Observation Form which includes these behaviors is provided. (two references) (LAE)

Excerpts from interviews are frequently used in this discussion of teachers' reactions to children with gay or lesbian parents and administrators' efforts to ensure that such children are accepted in their schools. Offers possible teacher responses to questions of children with gay or lesbian parents. (BB)

Four major teaching strategies for linking humor and learning are identified: (1) to perform as models of humor; (2) to select learning materials that foster the expression of humor; (3) to elicit expressions of humor; and (4) to be responsive and appreciative. (LB)