Examined differences between 186 elementary teachers who participated in consultation programs with school psychologist and 166 nonparticipating teachers. These variables significantly distinguished groups: school psychologist offering help, teachers' scores on Problem Solving Inventory, perceptions of psychologist training in problem solving,…

Examined influence of behavioral jargon on elementary school teachers' (n=94) acceptance of two behavioral interventions, one reinforcement-based (DRI) and one punishment-based (time-out) within context of consultation analogue. Overall, DRI received significantly higher acceptability ratings from teachers than did time-out, although ratings of…

Studied fifth-grade (n=10) teachers' and (n=20) students' beliefs about mathematical problem solving, attributions for the causes of performance in problem solving, and beliefs about the teaching and learning of problem solving in mathematics. Gives four general conclusions. (17 references) (Author/MKR)

Case studies of (n=5) K-3 teachers found 3 levels of introspection in the teachers, rank-ordered by the degree to which children's thinking was utilized in their decision-making processes. (34 references) (Author/MKR)

Finds that elementary teachers varied in their philosophy of teaching within each school and within each grade level across schools. (SR)

Offers 13 suggestions on how to keep up with children's literature. (SR)

Discusses identity as the development of functional and intellectual independence and as an involvement in such aspects of life as intimacy, sexuality, and vocation that give one a sense of belonging to the world. Suggests that establishing identity is an on-going process. Describes the Montessori professional's identity as director or directress,…

Among 20 Ontario elementary school teachers (average teaching experience 13 years), none had ever taught creative dance but all felt it should be included in the elementary curriculum. Barriers to implementation included lack of training and confidence, little support from administrators and policymakers, and lack of resources and facilities. (SV)

Teacher licensing, accreditation, and advanced certification must be fully developed, strengthened, and supported as in other professions. Some alternative approaches are less rigorous shortcuts that do not ensure effectiveness. (SK)

Used participant observation to investigate the beliefs and practices of two teachers with contrasting programs. Findings suggested that the teachers' practices were contrasting when interpreted from the points of view of philosophical constructivism and positivism but not from the teachers' own philosophical humanism. Findings implied that…

Provides information on a project that brought college mathematics faculty and a group of elementary school teachers together with the aim of bridging the gap between elementary and college teachers of mathematics. Describes an exchange that took place between them. (ASK)

Seventy general education elementary teachers nominated students corresponding with the attitudinal categories of attachment, concern, indifference, and rejection. Analysis indicated that students with disabilities were significantly underrepresented in the attachment category and significantly overrepresented in the concern and rejection…

Studied teacher support of New American Schools (NAS) school reforms and factors related to the implementation of NAS designs through survey data from at least 5 teachers from each of 155 schools and 155 principals. Teacher views of the adequacy and communication by designs are related to teacher support for the design and implementation. (SLD)

Presents a list of affordable decorating suggestions for elementary classrooms, including: a reading tepee where students can read quietly; bouquets of construction paper flowers with students' pictures in them; an art center that displays posters of paintings by famous artists; colorful curtains created with bulletin board paper; and a secret…

Presents information on teacher training in nutrition education, and discusses time and strategies devoted to teaching nutrition. Data from a national survey show that about half of elementary school teachers have formal training in teaching nutrition, and that teachers generally report high availability of resources in support of nutrition…