This article summarizes literature that examines the use and effect of teacher praise on academic and behavioral outcomes of students with emotional and behavioral disorders. Methods for monitoring and increasing teachers' use of effective praise are provided and include peer coaching, structured observation, training, and self-evaluation.…

Schools across the country are investing millions of dollars every year in technology, and statistics show that technology in schools has grown at an exponential rate (Dirksen and Tharp 2000; Heath et al. 2000). But are schools getting the most from their technology investment? In this article, the author cites research literature to support his…

If what is known about selective processes of perception is coupled with awareness of the extremely rapid pace of classroom interaction, the classroom setting becomes one in which differential teacher expectations are likely to be formed and maintained. In fact, research findings reveal the power of teacher expectations: high teacher expectations…

The twin issues of reliability (consistency) and validity (relevance) of student ratings of teacher performance, and the overall issues of generalizability, continue to arise in assessing the usefulness of this faculty evaluation technique. Recent literature addressed four basic questions regarding these issues as they pertain to two faculty…

Since a fundamental problem of acting--fear--is a fundamental human problem, the basic job of acting teachers is to help their students become the kind of people who can act. Acting teachers need to help their students cast off their fears, free their bodies and their imaginations, and learn all the skills of self-knowledge, self-control, and…

To improve the chances of success of current master teacher plans, this article examines the strengths and weaknesses of earlier attempts. It focuses on the Temple City, California, master teacher plan, cites reasons for its demise, and suggests alternatives. Charts are included. (DCS)

A review of several studies reveals factors affecting the success of teacher evaluations: frequency of observations; teacher involvement in planning and operating the process and coaching peers; definition of expectations; fairness of incentives; and suitable supervisory techniques. Teacher autonomy and the value of evaluations in personnel…

This literature review provides a policy-oriented overview of the major work on schools as learning organizations. It is representative of the literature through 1999. The first section, "Learning Organizations in Non-School Settings," discusses what organizational literature has to offer the discussion of learning communities or…

This paper examines systematic studies of teacher research as professional development activity, identifying specific aspects of this experience that relate to positive teacher and student learning. Section 1 discusses variations in teacher research related to motivation, structural conditions and context, study format and content, incorporation…

This paper focuses on Alberta, Canada's 1998 "Teacher Growth, Supervision and Evaluation" policy, examining its origins and adoption along with the significant shift in images of teaching and supervision that it conveys. Both the process and substance of the policy are analyzed within the context of Alberta's larger plan to restructure…

The author questions basic assumptions for improving teaching and teacher education programs advanced by Donna Kerr (Teachers College Record, Spring 1983). Overemphasis on educational theory and technique separates teaching from subject matter content and from the context of the student teacher relationship. (PP)

This response to an article by Donna Kerr (Teachers College Record, Spring 1983) stresses the importance of teacher salaries as a means of attracting talented college graduates to teaching. Teacher effectiveness is greatly influenced by classroom experience. Improving preservice teacher education may have a limited effect on teacher improvement.…

If teaching is to become a popular profession, a new model of the educator in action must be developed. The model would take into account new knowledge about teaching and learning and about the teacher-administrator relationship in school improvement. (Response to article by Donna Kerr in Teachers College Record, Spring 1983.) (PP)

Argues that while the writing laboratory cannot solve all problems inherent in teaching writing, it is a rich resource for both student and instructor. (MM)

Argues that teachers must begin to reconceptualize definitions of their own professional practice by beginning to assume new educational roles and adopting new ways of thinking. Discusses three modes of thinking to consider: teacher-as-learner, teacher-as-inquirer, and teacher-as-risk taker. (FL)