This chapter describes the theoretical and methodological foundations of behavior modification, the behavioral analysis of the retarded child and teaching programs for retarded children. (Author/RK)

Suggests that future teachers need to develop self-analysis skills before their internships and actual teaching experiences. Offers a model of peer teaching and evaluation that helps teacher education students develop such skills. (RL)

Teachers are in constant search of new and better methods for bringing learning experiences to their students. A model to assist the teacher in selecting different classroom teaching methods defines the purpose of schooling, the learning process, and the learner and selects an appropriate and compatible teaching method. (JN)

The Instructional Design Model is presented for planning effective curriculum for gifted learners. The model first focuses on what basic curriculum dimensions are necessary for serving gifted students and then clarifies the fundamental purposes of a gifted program. Next steps include identifying and assessing learning outcomes. (Contains 3…

Cites numerous research studies stating that the textbook remains the dominant tool in social studies, causing a low regard for the subject by many students. Looks at reading research to provide instructional procedures that social studies teachers can employ to enhance students' understanding of the written materials they encounter. (KO)

Includes a preface and two articles: "Rhetoric in Action: Roger's Social Studies Classroom" and "Rhetorical Understandings for Social Studies Teachers." Details how one teacher applies rhetorical principles to teaching, so that student learning, enjoyment, and motivation increase. Focuses on the definitions and principles of…

This paper discusses the historical context of communication and language intervention and critiques three widely used interventions. It advocates a cross-paradigmatic approach because its inherent flexibility fits with what is known about language acquisition, the nature of different intervention approaches, and human development. This approach…

This article examines constructivism in terms of the learner, the content, teacher-student interactions, motivation, and assessment; evaluates mathematics standards and their sensitivity to students with mild/moderate disabilities; and identifies 19 instructional components derived from constructivism, focusing on teacher behaviors, teacher…

The campus laboratory school can play a vital role in the successful implementation of a reflective educator model of teacher preparation by providing sites where effective instructional procedures can be modeled by first-rate classroom teachers for the benefit of preservice students. (IAH)

Reports on a study of 475 choral music directors to determine measurable dimensions of choral music teaching style, identify teaching styles and develop a reliable and valid self-report instrument for assessing teaching style. Identifies 11 choral music teaching styles based on performance, music concepts, and student independence. (CFR)

Examines the extent to which a group of superior elementary and secondary school teachers employed systematic instructional-planning practices. The two approaches were found to be different in several important ways: teachers did not place much emphasis on specifying objectives, creating objectives-based tests, or making other instructional…

Discusses some of the issues associated with effective instruction for students with severe disabilities enrolled in general education classes. It is argued that developing a valid technology of instruction will require the field to reconceptualize our current model of teaching and learning for this group of students. (Author/CR)

Sixty-one library and information science (LIS) teachers, identified as "superior," speak in behavioral terms about the way they plan, teach, and deal with students. Then six veteran observers of LIS teaching participate in a listserv discussion and reveal their views about superior LIS teaching, remediation for poor teachers, and adult learner…

Discusses the pedagogy and content of a general education curriculum influenced by postmodern assumptions about society, the academy, and knowledge. Suggests a more flexible curriculum, focusing on the skills needed for adapting to accelerating change as well as for preserving traditions. Asserts that critical thinking and problem-solving skills…