In many cases the only solution to dealing with unsuccessful teachers is to encourage them to go into some other profession. However, it is also the obligation of principals to make certain the beginning teachers get all the assistance that can be provided them to avoid the pitfalls and difficulties that the challenge of the classroom presents.…

Discusses the use of instructional objectives, especially cognitive objectives. (MLH)

This article provides a framework for defining and analyzing classroom management problems of beginning teachers. It also includes a practical illustration of the application of this framework to the solution of a concrete teaching problem. (Editor)

One who has been there suggests ways that the job of substitute teaching could be improved. Improvement will come, he says, only through the building principal's commitment to making a substitute's hours more than a babysitting or study hall chore. (Editor)

Describes 25 articles dealing with how to increase the knowledge of content reading teachers, how to design and implement in-service reading programs, and how to administer and supervise the reading program. (DD)

The Professional Partnership Program, which began at the Dwight-Englewood School in Englewood, New Jersey, was intended to foster professional growth and more effective teaching. Describes the programs that teachers there participated in and what they learned from those programs. (Author/RK)

The "why, what, who, when, and where" of cooperative effort for teacher is explored. (MM)

A major response to the increased use of drugs among the nation's youth has been a demand for the inclusion of formal drug education in the public school curriculum. This paper partially examines whether or not there are differences in fact between trained and untrained teachers in two basic areas: (1) their knowledge about drugs; and (2) their…

Emphasizing the need for research dealing with substitute teaching, the author suggests ways to increase its effectiveness, including professional development for substitute teachers. (Author)

The improvement of the teacher training of Russian language instructors is emphasized. (DE)

Discusses how one teacher's experiential learning as a parent and writer provide more insight into his classroom teaching than do consultations with "expert" sources. (HTH)

For various reasons, teachers rarely consider research findings when attempting to improve classroom practices. The effects of a project in which teachers and classroom personnel worked with university and project personnel to conduct educational research relevant to specific instructional needs was investigated. Results are discussed. (Author/DF)

A review of recent literature on both theoretical and research findings on the application of research to improve classroom instruction is offered. (DF)

Examines the effect of the educational reform movement and changes in the evaluation system on issues dealing with teacher development and retention. Recent events in Texas are used to explain how some issues, such as recertification testing, may be dealt with and to identify other issues that still need resolution. (GEA)

Many teachers indicate they would appreciate more administrator feedback about their classroom performance but don't receive it. Principals must take the time and effort to help teachers improve their instructional skills. Presents four findings from research on administrator feedback. Includes six references. (Author/MD)