The Effective Classroom Management and Discipline Strategies Graduate Program for Educators is organized around a series of core modules designed for use in inservice teacher education. The basic skills learned in these series of modules are communication (feedback, nonverbal, listening, self disclosure, problem solving, and conflict resolution),…

Expressed concerns about competency-based education implementation by vocational teachers in six school divisions in Virginia were monitored from April 1983 to April 1984 during the last two years of a movement to statewide competency-based education implementation. At six-month intervals--in April and October 1983 and April 1984--vocational…

This manual is designed to be used as a staff development instrument for educators to help them discover their personal cognitive and behavioral style and to aid them in using this understanding to become more effective teachers and administrators. Four personal styles are identified: (1) autonomy: solving problems, making decisions, getting…

This paper presents findings from a study of teachers' and principals' testing practices. The research included a nation-wide survey, exploratory fieldwork in preparation for the survey, and a case study inquiry on testing costs. Teachers and principals share misgivings with some of the research community about the appropriateness of required…

The most frequently cited causes for teacher dismissal are immorality, incompetence, and insubordination. The discussion in this chapter concerning these three causes encompasses the general judicial principles found in teacher dismissal cases. The discussion of dismissal for immorality focuses on three controversial areas of litigation: sexual…

This paper is part of a series of studies about the nature of expertise in teaching and the cognitions of effective teachers. A summary offered of psychological research on the nature of expertise indicates that experts often know more, in a more elaborate way, about the subject than novices and organize knowledge in a different fashion. It is…

A study was designed to generate a description of 5 elementary school teachers' judgment processes during marking (of 152 students) across a school year. The findings support a model of the marking judgment constructed from the strategies and cues that emerged through analysis of marks, record books, and interviews. The model presents a…

To learn how basal reading program manuals affect teacher behavior during the time scheduled for reading, classroom observations were made of 16 teachers from first, third, and fifth grade classes. The first grade teachers were observed for a total of 605 minutes; the third grade teachers for 780 minutes; and the fifth grade teachers for 535…

Within the evaluation of a curriculum program for student teachers, the curriculum as an influencing factor in the effects of the teaching-learning process was investigated. Qualitative and quantitative research models were used. The Look and Listen I (LLI) program was the subject of the study. It is an individualized program to instruct student…

The effect of differences in student and faculty learning styles on student evaluation of faculty was studied at the University of Alabama's College of Education. It was assumed that the professor's learning style influenced teaching behavior. In the final week of the spring semester, the Productivity Environmental Preference Survey (PEPS) was…

A study developing a model for assessing teacher motivation and instructional development needs for a developing university system in northern Nigeria is presented. The problem of motivating professors and lecturers to teach effectively is especially acute there. The study focused on patterns of perceptions and behaviors of Nigerian lecturers that…

The purpose of this study was to extend previous research by observing how two types of teachers, novice and experienced, find and solve problems in a classroom setting and how problem finding behavior differs between them. The results indicate that experienced teachers (N=10) and student teachers (N=10) appear to use the same cognitive strategies…

A preliminary study assessed the efficacy of pre-service and in-service early childhood education programs centered on a policy of combining philosophy, theory, and program practice. Questions were designed to: (1) provide data to be used to determine whether early childhood teachers used an understanding of curriculum philosophy and theory as a…

This paper analyzes interviews with preservice, novice, and inservice teachers on their recollections of elementary or secondary teachers from their student days who served as either positive or negative role models. The interviewees described events in which they were student participant observers, providing a perspective which captures ideas,…

Presenting a representative sample of recent (1977-1988) professional literature dealing with reading instruction, development, and performance of children who have been labeled at-risk, this 227-item annotated bibliography encompasses qualitative and quantitative research, literature reviews, and conceptual pieces that are undergirded by…