Sources of communication breakdown in the lecture aspect of teaching are discussed, and a communication model is given as a diagnostic instrument to aid the teacher. (DB)

Discusses the benefits of lecturing, when done properly, in high schools. Describes the positive attributes of effective lecturers. Provides a human information-processing model applicable to the task of lecturing to students. (HB)

Presents a definition and examines arguments for and against the clinical supervision model for teacher improvement. (SJL)

Demonstrates a model for teaching concept attainment that gives students experience in conceptual thinking, by studying a particular concept inductively (examining examples and nonexamples), as students work together to come to shared meanings of the concept and then reflect upon their thinking. (SR)

Discusses four decision-making models and applies them to the evaluation of staff development programs. (SR)

Uses an allegory involving prehistoric educators to examine how goals and objectives are developed and how they become entrenched and resistant to change. (JC)

Claims that knowledge about how content, students, and learning interact with pedagogical knowledge when decisions are made in the teaching environment must be a central concern of teacher education programs. Provides a model by which an awareness of such knowledge can be imparted. (HB)

Explains the workings of a curriculum model that provides a structure for combining individualization, flexible grouping, and whole-class presentations. (RL)

Research studies on questioning techniques are reviewed, and a list of suggestions regarding the role of the teacher in the art of questioning concludes the article. Suggestions include: avoid using questions to introduce lessons; keep content-oriented questions specific; do not expect students to guess what you mean. (KC)

Provides a brief review of the recent history of educational psychology to provide a perspective for later remarks, summarizes some relevant portions of a new theory of structural learning (Scandura, 1971, 1973), and discusses how the theory might be extended to provide a basis for conceptualizing the teaching-learning process. (Author/RK)

The author suggests a simple three-stage model as a guideline for systematic curriculum evaluation: evaluation of goals; collection, organization, and analysis of data; and decision making. (Author)

Describes three models for teaching effective thinking, but warns against oversimplified approaches. (SRT)

In an attempt to improve the communication process and draw attention to some ideas that need further study, a communication model that deals specifically with the supervisor-teacher interaction process is presented. (Author)

The purpose of this paper is to explore techniques for helping students to develop concepts and generalizations. The author presents three models (Taba, DeCecco, and Fenton) for concept development, and concludes with a discussion of the taxonomy approach, the single concept technique, and the paragraph technique. (KC)