Briefly describes ERIC documents and journal articles that pertain to teaching in elementary and middle school. Teaching methods and characteristics of successful teachers are described. (DG)

This document reports on the qualities of a good urban teacher as perceived by urban early childhood and elementary school teachers in 1988. A review of the educational literature indicates that the characteristics of good teaching reflected the time period in which the teachers lived and were prepared. This study focused on preschool, substitute,…

TEPY is a unified approach to the preparation of elementary school teachers which integrates the professional education areas of language arts and reading, mathematics, science, social studies, child development, evaluation, and teaching skills into an instructional format that is team-taught, clinically-oriented, and field-based. The program…

A field test of Minicourse 15, "Developing Student Independent Study Skills," was conducted with selected groups of elementary student teachers (N=32) and their resident teachers (N=24) to determine if participation of both student teachers and resident teachers in the minicourse activities yielded significantly higher mastery of the Minicourse 15…

An investigation of the relationship between teaching experience, teacher concern level, and achievement of learning a new teaching skill for teachers in elementary school science is described in this report. For the purpose of studying these relationships, a computer-assisted instructional program was developed to teach the identification and use…

Effects of the trend to prefer progressive over traditional goals of education were investigated in Israeli teachers. Attitudes toward educational goals; expectations of achieving goals; perceived knowledge about strategies for achieving goals; personality traits and teaching behaviors were studied. Pseudoprogressivism was reflected in the…

The relationships between cooperating teacher behavior and student teacher behavior after microteaching experience were investigated. Skills in questioning students were emphasized for the student teachers. Findings indicated that the classroom ecological system, as shaped by the cooperating teacher's use of this skill, supported students…

The article reports the statistical results of a teacher survey concerning inservice training needs and draws a number of generalizations, among them the need for (1) training in the affective domain and in individualizing instruction, (2) differentiated training within inservice settings, and (3) including teachers in defining needs and in…

Compared college professors' (N=37) and classroom teachers (N=96) views of competencies necessary for mainstreaming. The results indicated that teachers attach more importance to the set of competencies than do professors; there were significant differences between the two groups on approximately one-third of the items. (Author)

Surveyed more than 500 educators to determine whether basal reading programs control or limit teacher instructional decision making. Found no limiting action: rather than "de-skilling" teachers, subjects reported, the materials have an empowering effect by providing additional instructional ideas to draw from, adapt, or extend. (ET)

Responding to the growing need to foster communicative abilities in English, many Asian countries where English is taught as a foreign language have recently introduced English at the elementary school level. However, the majority of elementary school teachers in such countries might not be adequately prepared to teach English; improving their…

The objectives of this research were: (a) to identify the content and configuration of critical activity structures and routines in well-functioning classrooms; (b) to trace the origins of routines during the first four days of school; and (c) to identify the mechanisms used by expert teachers to teach students the content, the cues, and the…

From a special section, "Talent Awareness Training.

To identify the communication concerns of preservice (prospective and student teachers) and inservice teachers and to determine the differences in those concerns with regard to a three-phase conceptualization--concern with self, with task, and with impact--a study was conducted involving a total of 227 prospective, student, and inservice…