A 15 page paper providing the Introduction, Study of the Problem and Outcomes and Evaluation chapters of a proposal for action research in a junior high school. The purpose of the research is to discover the state of classroom disruptions that teachers deal with and their responses to those disruptions, followed by implementation of a school-wide classroom management program designed to decrease students’ disruptive behavior. The goal of the action research is not only to improve the classroom environment, but also to reduce teachers’ stress; improve teachers’ effectiveness; improve student achievement; and improve student morale. Bibliography lists 21 sources.

A 4 page research paper that consists of 3 small papers on staff development issues, which are the effectiveness of the inquiry model of staff development (1 page); discrepancies between principal's stated beliefs about novice teachers and their own behavior (1 page) and discussion of four propositions on the principal's role toward novice teachers (2 pages). Bibliography lists 2 sources.

A 4 page review of a chapter in Learning Change: One School District Meets Language Across the Curriculum by Nancy B. Lester and Cynthia S. Onore. The learning experiences of two veteran teachers are presented. One takes the constructivist approach and the other the objectivist approach. The author of this paper outlines each and analyzes them for their effectiveness. Bibliography lists 1 source.

A 4 page essay describing an observation of a high school literature classroom with particular emphasis on classroom management techniques used by the teacher. Research in this area suggests there are numerous things a teacher can do to prevent major behavior problems from occurring, such as enforcing the rules. This teacher demonstrated knowledge and skills in averting potential problems. The writer describes what the teacher did in her classroom in terms of prevention and correction. No bibliography.

A 12 page paper. An individual's sex is a biological factor but gender is developed through culture and socialization. This paper addresses the question of whether or not gender affects a teacher's instructional approach in the classroom. Some studies have found specific gender-related differences in teaching style while other studies conclude there are no dramatic differences between the approaches used by men and women teachers. As one researcher said: teachers are teachers first and gendered persons second, although even this investigator did find some differences. Another study is reported that compared classroom approaches of experienced and inexperienced teachers; result are reported according to male and female teachers. 5 Tables included. Bibliography lists 16 sources.