Two studies with 170 children aged 4-12 years examined the possibility that unsolicited help can serve as a low-ability cue. Targets of unsolicited help are perceived by children as less able students who are less likely to do well and less likely to be desirable workmates. (SLD)

The individualism versus collectivism and androgynous versus gender-differentiated handling of children were studied in 10 Japanese (Chiba City) and 9 U.S. (Ann Arbor, Michigan) fifth grade classrooms with 407 and 246 students, respectively. Implications of the observed cultural variations in teacher behavior are discussed as they relate to…

Stability from morning to afternoon and from year to year of 25 kindergarten and first grade teachers was examined for time and frequency of interactions during reading, story reading, and all instruction. Possible reasons for the lesser stability of first grade teachers are discussed. (SLD)

Using the Personal Teaching Efficacy Scale, a study investigated the comparative efficacy of six groups of educators with varying levels of experience. Efficacy scores were higher for experienced educators in some simulated classroom situations and for preservice students in others. No pattern of situation types resulted in differences among the…

Presents a theoretical framework for mathematics teaching research based on a content analysis of Psychology of Mathematics Education proceedings since 1979 and a selection of work outside mathematics education. Discusses the relationship between teachers' beliefs and teacher practice, the relationship between teachers' beliefs and innovation, and…

Attitudes, beliefs, and practice teaching experience of one preservice elementary school teacher in her final year of studies and first year of teaching were examined to investigate constraints preventing the translation of educational theory into classroom practices in mathematics instruction. Results indicate that observed teaching practices…

Argues that social studies teacher educators verbally promote the concept of social studies as education for democratic citizenship but do not practice democracy in their classrooms. Contends that social studies teacher education programs should be considered as an apprenticeship in democracy. Acknowledges that this approach is not easy to…

Contends lack of appropriate instructional materials and demands of studio art production may keep some teachers from incorporating art history and art appreciation into secondary art education courses. Presents two lesson plans focusing on art from European Renaissance period. Concludes that the integration of art history, criticism, and…

Preservice teachers observed 288 elementary students during language arts instruction. High achievers spent twice as much time as low achievers completely involved in work, although low achievers spent three times as much time as high achievers definitely not involved in work. The effectiveness of curricular tasks in promoting expected behavior is…

Interviews with and observation of six behaviorally disordered aggressive adolescents revealed that students perceived teachers as helpful when they engaged in specific aspects of teacher-student communication and flexible academic and behavioral program implementation. They perceived teachers' rigidity and use of discipline as unhelpful. Student…

Asserts that when teachers pose problems that yield solutions running counter to students' perceptions, it results in enhanced student interest and motivation and improves thinking skills. Provides examples and three suggested activities for implementing the approach. (CFR)

Discusses positive verbal feedback, or praise, from teachers to students. Presents four purposes for praising students: (1) recognition; (2) encouragement; (3) description; and (4) evaluation. Provides a chart listing criteria for assessing verbal evaluations and a six-item list of suggested readings. (CFR)

Contends that the end of the Cold War does not necessarily mean the triumph of democracy. Presents contemporary interpretations of the democratic concepts of liberty, equality, and fraternity. Asserts that responsible action in a democratic society requires continued reflection about values education. (CFR)

Argues that the primary grades play a crucial role in the development of student attitudes toward the natural environment. Describes content and activities used in the primary grades to develop ecological and aesthetic values. Discusses using problems associated with nature study as topics for moral development activities. (CFR)

Asserts that beginning teachers frequently have difficulties working with students, colleagues, and in the school environment. Provides a list of "Do's" and "Don't's" for a successful introduction of their instructional techniques, policies, and expectations. Argues that a positive attitude and total involvement in their work are essential. (CFR)