The problem of this study is concerned with the relationships between selected requirements for admission to elementary teacher education and teaching performance. The purposes of this study were (1) to investigate the relationships between teaching performance, as evaluated by a principal, and five selected admission criteria (the GPA at the time of admittance to teacher education; achievement test scores in reading, language, mathematics; and instructor appraisal of the student during the first education course); (2) to determine whether or not the five selected admission criteria used singly, or in some combination, predict success in teaching performance.

The primary purpose of this study was to examine the inhibitors affecting classroom teaching by surveying the perceptions of secondary teachers. This purpose was based on the growing crisis of "teacher burnout" which was thoroughly documented. Since it appears that burnout most often affects those teachers who work in conventional classrooms, characteristics of teaching effectiveness within these classrooms were the basis for inhibitor comparison. Seven characteristics were produced by a crosstabulation of studies on effective teaching spanning the last fifty years. The inhibitor choices presented with these seven characteristics were extracted from an extensive list produced by the literature and classified under six areas of origin. The characteristics and inhibitors ultimately selected were surveyed among teachers in a large Southwest metropolitan area.

There were two purposes of this study. The first was that of determining, through an analysis of Texas and Thai biology textbooks, which objectives -- cognitive, affective, manual skill, processes of scientific inquiry, and orientation—were emphasized in three major and twenty-seven minor fields of biology. The second purpose was to determine if significant differences exist in the frequency distribution of these objectives. Only one biology program is used in schools throughout Thailand. This program, which was published by the Ministry of Education, consists of four textbooks with 1977 copyright date. The five Texas textbooks used in this study were those adopted under the provisions of the Textbook Law. The contents of each of the six texts included in the study were classified by using the criteria of Klopfer's Table of Specifications for Science Education.