This article reviews two decades of research on clarity of teachers' presentations in order to see if the promise of clarity as an effective teacher behavior in early research was justified and to evaluate whether claims have materialized. (Author/MT)

Grant and Sleeter's contention that the form and content of teacher work is as much shaped by teachers themselves as by situational constraints is critiqued and found to be flawed. (Author/MT)

An initial study in teaching style was carried out among Tasmanian primary school teachers who responsed to a questionnaire regarding ten categories of teaching behaviors and attitudes drawn from research. A second study sampled 28 teachers and obtained achievement measures for their 574 pupils. Results of both studies are presented. (Author/MT)

This paper evaluates Hatton's critique of Grant and Sleeter's (1985) view of teacher work. Teachers have power, it is argued, and choose how willing they are to respond to students of particular racial and social backgrounds. (MT)

This sociolinguistic analysis of Secretary of Education, William Bennett's teaching uses five tools: setting, question sequencing, topic, response, and evaluation analysis. Recitation teaching and responsive teaching are discussed. (Author/MT)

This article describes Project ORACLE which was research carried out at the University of Leicester begun in 1975 concerning (1) a longitudinal process-product study of teaching and learning in elementary schools; and (2) a study which concentrated on collaborative group work in the same classrooms. Results and implications are discussed.…

Examines the sources of structural metaphors in the knowledge base of three experienced secondary teachers who used the metaphors to construct content meaning for students. The article looks at how the teachers perceived, organized, and gave meaning to themselves, their experiences, and their worlds. (SM)

Study examined relationships between teaching style and textbook use and the influence of teacher ideology on teaching style. Elementary, middle, and secondary teachers developed lessons related to a provided textbook and indicated beliefs about students, knowledge, and teaching. Three teaching styles (coverage, extension, and thinking) associated…

Examines two studies that investigated methods of teaching and learning in England's post-16 curriculum, focusing on differences in English literature and English-language instruction. The studies collected students' perceptions of instructional practices. Results suggest that teachers do not vary their teaching styles when teaching the two…

Exploration and comparison of the teaching and learning themes and strategies found in learning-oriented and work-oriented classrooms found that the former classrooms displayed a learning purpose, peer helping, self-evaluation, supportiveness of errors, endogenous lesson-introduction, fewer negative management situations, and teachers' beliefs in…

How beginning teachers organize instruction and the reasons for their decisions were explored. Four first-year teachers, two in science and two in reading, teaching sixth and eight grades, were observed and interviewed. Findings revealed substantial differences. Factors contributing to these differences are discussed. (Author/MT)

Case studies of four elementary teachers reveal that subjects have stable teaching styles but that flexibility exists within each style. Three individual styles, linked to how teachers use textbooks, are identified: text-coverage, text-extension, and text-thinking. Interview data reveal that the teachers have coherent ideologies consistent with…

Used interview and essay data to investigate history student teachers' development and beliefs about teaching. Most respondents became interested in the subject very early, independently of formal education. Models adopted during early school years influenced their attitudes toward teaching and teachers' role. Their tended to focus on their own…

A review of teaching and teacher education research, including work on teacher effects, organizational change, undergraduate programs, and institutional socialization, explores how teacher education programs can promote those teaching styles which effect the best type of mathematics learning. (Author/CB)

This study examined how much natural variation existed in teaching practices among schools in Botswana. Surveys and observations of Botswanan secondary teachers indicated their behavior was simple, teacher-centered, and involved few instructional tools. Pedagogical routines were consistent over time. External organizational factors significantly…