"... In PAGE 4: ...1 TEACHER TIME Giving this course in the way presented in this paper did not result in an extra workload for the teacher. Time gains realized from the reduction of number of lectures were balanced by increases in time spent giving help in laboratories, as Table1 shows. The following changes had no effect on the amount of time spent by the teacher on this course: 1.... ..."

"... In PAGE 10: ...f .84. Results Teacher Evaluations of Cooperative Learning Outcomes The teachers rated the degree to which aspects of student performance improved when students worked cooperatively in groups. Table1 contains a summary of these ratings. As can be seen, a clear majority of the teachers (88%) believed that social skills improved as a result of having students work in groups.... ..."

"... In PAGE 11: ... While 50% of the teachers felt that they should be speaking only 30% of the time, only 14% of the students shared this opinion. Thirty-seven percent of students felt that the teacher should talk 50% of the time; 16% gave a response of 40% and 14% thought the teacher should speak 60% of the time (see Table1... ..."

"... In PAGE 6: ... There are currently 39 common tasks that could form any of those pedagogical techniques. The list of common tasks for the teacher is shown in Table2 followed by the list of common tasks for students in Table 3. Table 2.... ..."

"... In PAGE 6: ...ate (M = 3.61, SD = 0.984) respondents, t (206) = -2.21, p lt; 0.05, d = 0.35. Findings Georgia agriculture teachers are mostly male (74.5%), and were represented by each age category ( Table1 ). Fifty-two percent of the agriculture teachers had 11 years teaching experience or less, and thirty-five percent of agriculture teachers had five or less than five years of teaching experience.... ..."

"... In PAGE 3: ... This implies that civil status was not significant in the designation of engineering teachers. Table3 shows that most of the respondents had the lowest educational qualification of a Bachelor of Science degree in engineering. This implies that majority of the respondents are not educationally qualified.... ..."

"... In PAGE 11: ... There was a slight trend toward less experienced teachers earning income outside adult education, but this was a small effect. There were no substantive differences in the distribution of years of non-adult education teaching experience (see Table6 , Appendix A). Teachers with 5 years or less experience teaching adults averaged 9.... In PAGE 12: ... What difference does years of experience teaching adults make in teacher profiles? Another striking finding in this survey is the overall similarity among the different experience groups on the variables of preparation and experience. Perhaps this is best explained by the results presented in Table6 (see Appendix A). The distributions of prior experience teaching non-adult education is roughly equivalent again across all three adult education experience groups.... ..."

"... In PAGE 17: ...r more hyper-news (ibid., p. 249). Table6 compares the thematic organization of the textbook and the teacher talk. 3 lt; TABLE 6 gt; In the textbook excerpt, the author has an advantage that the section title serves as the macro-theme and signals the topic of the section.... ..."

"... In PAGE 5: ... Many of the students had not been able to work well in this independent mode, and Robbins felt she had not provided enough structure for the activities. Discussion Some clear patterns are apparent in these cases, illustrated in Table1 . First, although their expertise varied, all three of these teachers felt comfortable using the Web themselves.... ..."

"... In PAGE 15: ... Since OLS coefficients are easier to interpret (especially relative to an ordered probit). Table10 presents the results from OLS regressions using the visit level and teacher level dependent variables. Columns 1 and 3 use state per capita income on the right hand side, while columns 2 and 4 include state fixed effects.... In PAGE 15: ... The regressions also control for the visit effect and for the time of day effect. The discussion of the regression results reported in Table10 is organized according to the hypotheses laid out in section 2. 4.... In PAGE 17: ... Table10 (continued. OLS Estimates of Teacher Absence Dependent variable (visit level observation): 0 = present, 100 = absent Dependent variable (teacher level observation): average absence (over 3 visits) multiplied by 100 [1] [2] [3] [4] No state fixed effects With state fixed effects No state fixed effects With state fixed effects Mean fathers education of 4th grade children (1- 7 scale) -0.... In PAGE 18: ... We therefore construct an infrastructure index from 1 to 5 with each of the aforementioned facilities being worth 1 point. Under this specification (going back to Table10 ), each point on the index is associated with a 1.... ..."