Observations indicated that, in contrast to children attending preschool half-days, preschool children attending full-days spent significantly more time on tasks directed and guided by teachers, interacted more positively with peers, and engaged in more physical activity. Teachers rated full-time students, especially boys, as more aggressive and…

Universities and schools can develop a collaborative relationship by creating professional development centers to facilitate a beneficial climate for learning to teach and a supportive and collaborative system for the professional growth of experienced teachers. (JN)

Presents journal entries concerning the methods, classroom illustrations, conversations, and results of teaching fiction writing to sixth, seventh, and eighth grade students at a New York City junior high school. (RL)

Classroom behavior was observed over a six-month period in 68 junior high school classes to determine (a) the temporal stability of the behavioral indexes and (b) reliable trends over the school year. A certain deterioration occurs in late spring and observations obtained in midyear are less likely to be distorted. (Author/GK)

Classroom interaction patterns between male and female students perceived as either high or low achievers were examined in the fall, winter, and spring. Expectation and sex results were consistent with previous findings. Results suggest that teachers make major socialization efforts early in the year. (Author/GDC)

An inventory of public school teachers revealed a consensus of what they considered the primary sources of stress. As a result of the survey, a cooperative program of stress reduction was organized focusing on stress-producing problems and developing strategies to overcome them. (JD)

Two myths concerning the value of preservice field-based experience are explored: (1) Practical school experience contributes to the development of better teachers; and (2) Teacher education's institutional structures are totally coercive and students passively conform to school bureaucracies' conservative norms. (JN)

Factors which influence the interaction between teachers and students in the classroom were studied. The possible effects of age, expertise, class size, grade level, and subject area on the level of self-concern expressed by student teachers were investigated. (Author/SA)

Videotapes of four teachers tutoring first graders in a reading intervention program were analyzed for instances of metacognition and scaffolding (interactional talk structured by teachers to maximize learning). The most frequent category of scaffolding was coaching, which frequently preceded children's self-corrections and served to reinforce…

A study compared the effect of two different lecture pause procedures (pauses used for reflection and notetaking; pauses used for discussion) on the recall and note completeness of 27 college students with learning disabilities. Results show independent reflection meant fewer ideas partially recorded in notes, but otherwise no significant…

Notes that students often distrust the discussion method of instruction. Outlines three strategies along with examples designed to empower, engage, and instruct students utilizing the discussion method including the dramatic moment; validation of student expression; and integration of reading, writing, and talking. (MJP)

In this study, 32 preservice teachers were interviewed about their epistemological beliefs, applying the Women's Ways of Knowing conceptualization to their thinking. Over half the students demonstrated significant amounts of procedural or constructed thinking. Results indicated the value of the Women's Ways of Knowing in seeking to understand…

Describes a first-grade teacher's research in her own classroom, and shows how an apparently minor decision contributed greatly to inequality, unintentionally giving an already privileged group of students more knowledge and power, and decreasing the opportunities for knowledge and power of an already oppressed group of students. (SR)

Details nine tips for teachers assigned to take over a classroom in the middle of school year: be flexible; remember nervousness is natural; achieve effective classroom management; be prepared for paperwork; do not alter a lesson plan to fit that of the previous teacher; expect the unexpected; make friends on the staff; and keep a sense of humor.…

This article discusses how transference shapes relationships between teachers and students. It centers on transference as it affects teachers and teaching, as it emerges through teachers' behavior and their dreams. It also discusses and how consultation and emotional education can become vehicles for professional education and personal change.…