The Problem THE purpose of this study was to determine whether or not meaningful patterns of teacher behaviors could be identified among secondary school teachers.Essentially, the objective was an analysis of criterion data, those data consisting of assessments made by trained observers of twenty-five explicitly defined bipolar traits revealed in the classroom behaviors of teachers and their pupils.It was hypothesized that teacher behavior might be multidimensional-that a teacher might rate high in one area of classroom behavior, (e.g., sociable, or business-like, or tolerant), and not necessarily rate equally high in another area. A companion study (2) suggested that the classroom behaviors of elementary school teachers might be described through reference to five correlated factors, or trait patterns, namely: (a) a factor referring to (i ) pupil participation and (2) originality and open-mindedness on the part of the teacher; (b) a factor referring to (i) controlled pupil activity and (2) &dquo;business-like&dquo; teacher behavior; (c) a factor involving (i) understanding and fariness and (2) composure on the part of the teacher; (d) a factor relating to teacher sociability; and (e) a factor referring to teacher appearance. It seemed reasonable to expect that an analysis of the intercorrelations of the behaviors of secondary school teachers might reveal a similar trend, permitting the
A widely accepted principle of Curriculum construction states that school curricula should include experiences similar to, and in preparation for, the problems encountered in adult life. In this regard two aspects of social usage of mathematics have received reletively little attention in curriculum construction or in educational research. These aspects are: (1) the role of mental mathematics, and (2) the the role of approximate solutions to problems.
In line with the desire to bring before readers of this section accounts of major studies which are under way in the field of teacher education, David Ryans, well known for his continuing research on the qualifications of teachers, was invited to report on his recent work. Studies such as those described here represent fundamental research; they con tribute richly to our understanding of the teaching process as an expression of teacher personality, and subsequently to our ability to sense needs, define goals, and improve methods in the better prepara tion, selection, and guidance of teachers. Douglas E. Scates.
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