Examined the preferences of school psychologists and school staff for reports varied in respect to organization as reflected in expert versus novice problem-solving strategies. The results indicate a preference across all professional groups for the traditionally organized school psychological report. (Author/BL)

Reports on a survey of elementary school teachers concerning their reading habits and their attitudes toward reading and reading instruction. (FL)

In Greece, there are significant differences of education, professional training, social status, and earnings between elementary and secondary school teachers. This article describes the differences in education. (MT)

Finds that of 80 future elementary school teachers, only 29 were reading a book at the time of the survey. (FL)

Twenty-two mathematics educators were asked to list the ten most important books for a classroom teacher of elementary school mathematics to read. One hundred fifteen books are listed; 11 titles were named five or more times. (MNS)

Sixty elementary grade and sixty special education resource teachers studied a child's "cumulative folder" including a photograph, label, and academic, behavioral, and social vignettes. Both groups agreed on behavioral potential and ignored labeling, but regular teachers had lower academic expectations for the handicapped children. (MC)

Surveyed 15 teachers to identify (1) changes in grade level, schools, and school districts that elementary teachers experience during their careers and (2) reasons teachers reported for these changes. Results suggested that much mobility is voluntary. Most forced changes were caused by shifting enrollments. (JAC)

Presents activities to help teachers use the calculator. The type of logic, keystroke errors, and the constant are each discussed. (MNS)

At the University of Ife students are prepared for positions of leadership in infant and junior schools. Training in the production and use of audiovisual aids is an important part of the program.

This guide gives elementary school educators the tools they need to get answers to their questions about program evaluation. It shows how to use information to work more effectively and efficiently, and its explains how to use program evaluation techniques to make sure that the solutions selected truly solve the problems of interest. The first two…

This paper describes a format developed to confront those things that are taken for granted (TFGs) by inservice teachers of grades 2 through 5 as they struggled with learning to improve the teaching of writing in their school through the use of focused, rule-governed reflection on artifacts of practice. In addition to reflection, the participants…

This study examined possible relationships between teachers' perceived levels of empowerment in the workplace, teachers' perceived levels of responsibility for student learning, and levels of student success as measured by standardized achievement tests. Participants were a group of elementary classroom teachers from the southwest Missouri area…

This book reports on a study of how four Michigan elementary school teachers managed a range of reforms such as new tests, textbooks, and curriculum frameworks in three different school subjects (reading, writing, and mathematics). Two significant findings emerged from the comparison of their responses: (1) teachers' responses vary across…

This study explored the development of action research among 250 Korean elementary school teachers. Surveys examined their perceptions of the extent to which they conducted action research, problems encountered, benefits obtained, utilization of results, conditions required to conduct action research, ideal uses of action research results, and…