Reviews research on teachers' praise in the classroom and proposes specific guidelines for helping teachers praise effectively. Time, concentrated attention, and individualization of remarks according to the student and the situation are considered crucial factors in praising effectively. (CM)

Notes utility of research linking teacher behavior to student outcomes and cautions that the research assumes that practitioners avoid certain common mistakes. Offers guidelines for appropriately interpreting and using teacher effects research and thus avoiding its misuse. (SKC)

Reviews past research on teacher expectations, student motivation, classroom management, and process-outcome research. Discusses the newer trend toward research on teaching for understanding and use of knowledge and its application for curriculum development, particularly in social studies. Contains detailed tables summarizing the author's…