Reviews literature from humanistic authors that focuses on teacher and situational characteristics conducive to the transmittal of important academic material to the students, while simultaneously enhancing their growth as individuals. (Author/RC)

The traditional practice of having students read or respond to questions in turn is questioned. Research suggests that teacher effectiveness improves when teachers clearly explain the task at hand before children respond. (PP)

Reports the results of a questionnaire on student attitudes toward being referred to a writing lab and recommends that writing instructors be more sensitive to concerns of those students. (AEA)

Cognitive style and teaching technique were studied when 25 doctoral students taught a class session within their field of study and a session outside it. Out-of-field teaching produced anxiety that students attempt to overcome by going to more structured fields and using more formal and traditional teaching methods. (Author/MSE)

Reports on a study in which attempts were made to instantiate the same task in a series of classroom lessons and activities and which used two process coding systems to evaluate teacher performance. Discusses the strengths and weaknesses of each type of coding system. (FL)

Difficulties encountered by students when solving problems were examined using Program of Actions and Methods (PAM) for systematic problem solving in science. Difficulties encountered included those in analyzing the problem, planning the problem-solving process, executing routine operations, and those related to the ways teachers solve problems.…

A case study approach was taken to determine the degree to which teachers, enrolled in a graduate methods class in language arts and reading, comprehended new theories and applied them in their classrooms. Results indicated that there were broad differences in teacher behavior. Approaches to be taken in changing teacher behavior are discussed. (JN)

In this study on the manner in which cooperating teachers reinforce appropriate teaching methods and then communicate their expectations to student teachers, two methods of input were examined: giving directions and giving demonstrations. (JN)

Analyzed the following teacher communication behaviors: nonverbal immediacy, interpersonal solidarity, and communicator style. Studies suggest that perceptions of instructor communication variables differentiate effective and less effective instructors. (PD)

Investigated perceived personality and behavioral correlates of the ideal interpersonal communication instructor. Results indicated there was a two-dimensional structure underlying students' judgments: an evaluative dimension and a less well-defined activity factor. (PD)

Reviews recent developments in education law related to teachers' classroom academic freedom in the public schools and discusses the implications for both teachers and administrators. Available from West Virginia Law Review, W.V.U. Law Center, Morgantown, WV 26506. (Author/MLF)

Observations were conducted in desegregated elementary school classes to determine the relationship between classroom conditions and pupils' interracial behaviors. Diffuse positive intergroup contacts were more likely to occur when teachers emphasized interpersonal concerns. Purposeful intergroup contacts were facilitated by teacher patience and…

This study was concerned with the measurement of a set of indicators of teacher competence, defined by the teachers themselves as observable in their classroom behavior. It was concluded that keys could be constructed to yield stable and consistent measures of most indicators of competency. (Authors/JN)

In "A Case Study of an Educational Innovation: the History of Flanders Interaction Analysis System" (Flanders and Amidon, 1981), the research, development, dissemination, and utilization of the system is described. The parallels between the development and use of the system and the development of more recent educational innovations are…

Factor analysis is of limited value in investigating the influence of students' implicit theories about teachers' behaviors on student evaluations of teachers. (MH)