Bruce Brombacher, 1982's Teacher of the Year from Jones Junior High School in Upper Arlington, Ohio, discusses his reasons for teaching, teaching methods, and his role as a teacher. (JOW)

Reviews research concerning how teachers determine the content their students learn and discusses both the conscious decision making involved in selecting curriculum and the unwitting reductions and distortions introduced into intended curriculum in the process of attempting to teach. (Author/MP)

Suggests that inappropriate book selections, the book report/test syndrome, and ineffective assignments turn students off to reading. Recommends alternative English classroom techniques (reading groups, oral and dramatic activities, writing, and media) to encourage students' enjoyment and appreciation of literature. (SJL)

A question-answer format on how specific teacher behaviors influence students' acquisition of information, ability to make information meaningful, and application of meaning to new situations. (Author/MLF)

Teachers' attitudes, whether positive or negative, toward their subject and their work have an impact on student learning. (JD)

Describes a four-part journal format for use by students in an interpersonal communication course. The four parts are (1) student assessment of skills; (2) goals; (3) strategies for implementation of goals; and (4) review. (JMF)

Reviews documents in the ERIC system that deal with research in the area of teacher effectiveness. (FL)

A report is given of a study on how young children develop social skills in situations where rules are adapted to the flow of conversation. (JD)

Opportunity to learn specific content as measured by amount of emphasis and exposure to that content relates positively to the amount students learn. (JD)

In maintaining command of a classroom situation the teacher who establishes rapport with the group and uses humor effectively is most often successful in controlling or preventing disciplinary problems. (JD)

A study examined the impact of a peer-mediated intervention consisting of songs and finger plays, attention to photographs of desired behavior, and peer verbal cues, on two preschoolers with developmental delays. The intervention resulted in increases in engaged and on-task behavior, interactive play, and appropriate participation in circle/story…

Asserts that teaching phonics is an important aspect of beginning reading instruction; primary grade classroom teachers do value and teach phonics as part of their reading programs; and phonics instruction, to be effective, must be embedded in the context of a total reading/language arts program. Expresses concerns for the current state of affairs…

Presents a classic article published in this journal in March 1973, which warns against systems of instruction that require servility and obedience on the part of the teacher and the child alike. Advocates constructive change, in the belief that teaching and instructional programs need to stem from learners' own experiences and their actions and…

Examines the influences of teacher beliefs regarding their intent to implement a variety of instructional strategies to meet the needs of different learning styles in the science classroom. Results indicate that attitude toward behavior and subjective norm influenced teachers' intent to implement a variety of instructional strategies to meet the…

This article reviews research on the use of strategies by children with autism to repair communicative breakdowns and discusses the possible links between communicative breakdowns and the emergence of problem behavior in children with autism. Strategies for decreasing risk of communicative breakdown and teaching repair strategies are considered.…