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Brophy, Jere; Alleman, Janet – Elementary School Journal, 2002
Argues that topical units on cultural universals are well suited for introducing primary grade students to social studies, although the units need to be more powerful than those in leading textbooks. Notes a study supporting the feasibility of cultural universals units in first and second grade classrooms. Suggests guidelines for lesson plans,…
Descriptors: Cultural Awareness, Elementary Education, Elementary School Students, Grade 1
Peer reviewed Peer reviewed
Brophy, Jere – Elementary School Journal, 1988
Notes utility of research linking teacher behavior to student outcomes and cautions that the research assumes that practitioners avoid certain common mistakes. Offers guidelines for appropriately interpreting and using teacher effects research and thus avoiding its misuse. (SKC)
Descriptors: Elementary Education, Elementary School Teachers, Research Problems, Research Utilization
Peer reviewed Peer reviewed
Brophy, Jere; McCaslin, Mary – Elementary School Journal, 1992
A total of 98 elementary school teachers described their strategies for dealing with problem students and the ways in which they would handle incidents presented in 2 vignettes. Teachers usually reported the same strategies but differed in the coherence and elaboration with which they articulated the strategies. (MDM)
Descriptors: Behavior Problems, Classroom Techniques, Coping, Elementary Education
Peer reviewed Peer reviewed
Brophy, Jere – Elementary School Journal, 1990
Describes the history and current issues of curriculum, instruction, and evaluation in elementary social studies. Emphasizes teaching for understanding and higher-order applications. Concludes that higher-order goals of social studies instruction are comparable to those in other subjects. (BB)
Descriptors: Cognitive Processes, Critical Thinking, Decision Making, Educational History
Peer reviewed Peer reviewed
Brophy, Jere – Elementary School Journal, 1981
Reviews research on teachers' praise in the classroom and proposes specific guidelines for helping teachers praise effectively. Time, concentrated attention, and individualization of remarks according to the student and the situation are considered crucial factors in praising effectively. (CM)
Descriptors: Elementary Education, Elementary School Students, Guidelines, Positive Reinforcement