Student teachers' performances were examined in relation to age, prior teaching experience, scholastic aptitude, teaching attitudes, moral reasoning ability, conceptual level, and ego development. Performance was found to be most dependent on ego development, and to a much lesser degree on other characteristics. (Author/DWH)

Good teaching involves making decisions about the organization of course content, leading students toward comprehending course material, and providing evaluative information (testing) to enhance long-term retention and retrieval. Though teaching is often evaluated by students and peers, self-appraisal is the most significant "feedback" most…

Results of a study relating student teacher success to the effectiveness of the cooperating teacher, to grade level placement, to race of the student teacher, and to previous teaching experience are presented. Perceptions of outstanding student teachers as to what classroom management practices were effective for them are also examined. (JMF)

Describes a study in which 53 effective teachers of developmental English in two-year colleges were asked to rate the importance of 42 rhetorical, pedagogical, and human interaction teaching competencies and indicate how or if they had acquired them. (JM)

Two feature articles on the development of expertise in teaching physical education and in coaching are introduced by Paul Schempp. The first article (Steven Tan) describes eight critical characteristics of expertise. The second article (Martie Bell) focuses on acquiring and developing expertise, explaining the characteristics of each stage of…

These articles contain responses from several scholars on the issue of field systems analysis (FSA). The scholars offer critiques from their sport pedagogy perspectives, a reaction relating FSA to personal examinations of teaching expertise, and a discussion of how computer simulation informs the study of expert teachers. (SM)

A study investigated the effect of teaching assistant (TA) training and preparation and prior teaching experience on undergraduate students' perceptions and TAs' self-perceptions of nine teaching effectiveness factors. Subjects were 129 TAs in 29 departments at one university. Results reveal that TAs with either K-12 or college teaching experience…

Focuses on the behaviors and experiences of beginning teachers as they face the task of teaching science on a regular and extended basis for the first time. Finds that experiencing success appeared to be a major contribution to effective science teaching by beginning teachers. (Contains 31 references.) (WRM)

Synthesizes research findings on how general education, specialized education, and experiences relate to early childhood professionals' teaching practices. Finds that teachers' formal education relates to classroom quality and effective teacher behavior. Specialized education may be causally related to classroom quality and is correlated with…

Successful experiences teaching science early on can impact teachers' continued teaching of science; therefore, field-based teaching experiences are critical to preservice teacher education in science. Such field experiences may be subject to constraints, however, such as limited time, which prevent preservice teachers from experiencing this early…

Classroom management and effective discipline are skills that all beginning teachers must learn. Classroom management refers to those procedures or routines a teacher uses to maintain a smoothly running classroom; discipline refers to those techniques or strategies a teacher uses to respond to specific acts of student misbehavior. This booklet,…

The purpose of this study was to determine whether varying levels of expertise would produce differences in selected indicators of effective teaching performance. Eighteen elementary physical education teachers were grouped based on stages of pedagogical expertise development as suggested by Berliner (1988). The three groups included…

The intent of this book is to strengthen the professional role teachers play in curriculum planning and development, a process central to teacher activity and responsibility. Contextual narratives, document analysis, the use of metaphor, personal rules, principles, beliefs, images, and philosophy are all described for use in hands-on exercises.…

This research was concerned with teacher routines and with the ordinary things that experienced teachers do spontaneously in their classrooms in order to determine what these teachers do well, how they do the things they do well, and how they conceptualize their own classroom teaching. In deciding which teachers would comprise the research sample,…

This document describes a mentoring network for mid-career teachers--a natural extension beyond the induction stage. The focus for this presentation is the anatomy of change through colleague-led staff development. The noteworthy elements of this approach are as follows: (1) the voluntary participation of effective elementary and secondary…