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This article reviews indicators used by researchers to select samples of expert teachers. Reflecting initially on the broader expertise literature and then focusing on studies of teaching expertise, the authors identify criteria used to select expert teachers that fall under one or more of the following marker categories: (a) years of experience, (b) social recognition, (c) professional or social group membership, and (d) performance based criteria (including normative and criterion-based selection). Results indicate considerable variability in the selection criteria for identifying expert teachers, even among researchers using the same theoretical construct. Based on this review, a rubric for selecting samples of expert teachers is proposed.

Investigates the effects of word concreteness and either imagery, verbal, or control strategy instructions on the composition of written definitions. Reveals significant effects of word concreteness on several quantity and quality variables, but no significant effect of strategy instructions or interaction between concreteness and strategy instructions. (SG)

In Glasser's Choice Theory®, the individual's total behavior is often represented using the Choice Theory Total Behavior Car as a metaphor for the four dimensions of total behavior. Focusing, a humanistic technique, is a powerful adjunctive tool for helping individuals tune into the rear wheels of his or her total behavior car (feelings and physiology) so he or she can travel more effectively toward his or her quality world destination. [ABSTRACT FROM AUTHOR]

This study investigated the extent to which exposure to choice theory increased provisionally admitted freshmen college students' perceived satisfaction of their five basic needs of belonging, power, freedom, fun, and survival; their composite need satisfaction (all five needs summed); their self-esteem; and their inner locus of control. A quasiexperimental, nonrandomized pretest/posttest design was used. For five weeks, the treatment group received exposure to choice theory principles. The results suggested that teaching college freshmen to evaluate and better meet their basic needs had a positive sustaining effect on their perception of satisfaction of the belonging need, their composite need satisfaction, and their self-esteem. This study could prove beneficial to postsecondary educators, particularly those invested in the academic success and retention of provisionally admitted freshmen students. Teaching students to identify and take action on their levels of need satisfaction may help them increase their academic motivation, facilitate their adjustment to college, promote academic success, increase retention rates, and decrease ineffective behaviors. This article concludes with a list of recommendations for elementary, secondary, and post-secondary educators on how to maximize the satisfaction of students' needs based on the vast number of empirical studies on self-determination theory (SDT), which the authors argue is conceptually very closely aligned with choice theory. [ABSTRACT FROM AUTHOR]

Choice theory (Glasser, 1998) provides a comprehensive explanation of human behavior. Human beings are driven by internal motivations - needs and wants, to attain inner satisfaction. Behavior is an attempt to satisfy these current inner drives. Its purpose is to impact the outside world (Glasser, 1998), as well as to send a message to the world (Wubbolding, 2011). Glasser has presented a general direction for human beings wishing to implement Situation B behaviors as described in the classic chart How the Brain Works (Glasser, 2010). He calls this direction the seven caring habits (2005): supporting, encouraging, listening, accepting, trusting, respecting, and negotiating differences. This article presents specific actions, i.e., techniques for listening as a methodology for implementing this relationship-building habit. [ABSTRACT FROM AUTHOR]