A prototype cognitive neuroscience/learning style preservice teacher education program was designed and experimentally implemented at The Ohio State University. The program is described and results of two followup studies are summarized. (MT)

This article: (1) describes the characteristics and duration of transitions between units of classroom activities; and (2) investigates how transitions are achieved by three effective junior high school teachers. (CB)

Findings from early and current phenomenological studies indicate that stylistic characteristics are indicators of psychological forces that guide interactions with the world. Implications of how this theory relates to learning and teaching styles are discussed. (DF)

In-service activities should give more attention to how teachers learn and how teachers' learning styles are related to their teaching styles. (JD)

A board of education member reflects upon the philosophy of in-service teacher education, the complex needs involved in in-service programs, and the problems of meeting those needs. (JD)

This article cites various research studies on matching learning and teaching styles and discusses possible problems of this approach. Several aspects of matching learning and teaching styles are offered for consideration: the effect of teaching on learning, classroom management, and how styles affect classrooms. (DF)

Matching learning styles and teaching methods may help students develop to their fullest capabilities. A brief historical view of research on teaching methods is offered, and various learning and teaching styles are defined and categorized. Future predictions focus on improved classroom management, increased student involvement, and changes in…

This article discusses problems with the learning style-based education paradigm and recommends a six-part approach for matching learning and teaching styles. (DF)

Carl Jung's theory of psychological type is explored and related to education in this article. A model of the interaction between teacher, student, subject matter, and instructional alternatives is examined and the educational implications are discussed. This theory is used to illustrate how psychological-type influences teaching and learning…

A practice-to-theory approach of matching models helps teachers increase self-knowledge and awareness of their students. Participants discuss personal teaching style, students, expected learning outcomes, teaching approaches, matching models, and then restate their teaching style. A teacher's response to these exercises is presented as an example.…

The central task of the teacher is to accomplish tasks that will result in pupil learning. Research on the effects that certain competencies have on teacher behavior and student academic achievement is needed. (CJ)

A Canadian secondary school teacher relates how reflecting on her teaching decisions through action research enabled her to cope with teaching a course in an unfamiliar subject area. (IAH)

Describes a dispositional conception of thinking, presenting a view of what good thinking dispositions look like and what they are made of. The article compares different models of teaching (teaching as transmission and as enculturation) and examines the extent to which they provide adequate guidelines for teaching thinking dispositions. (SM)

Explores the nature of human thought and resulting personality patterns, examining the impact of supervisory behavior on teacher development. Supervisors operate from any of four cognitive styles (facts, form, futures, or feelings). They must understand their own cognitive style and enhance their capacity for holistic thinking while encouraging…

If schools are to value minority students and support their academic success and cultural integrity, reformers must examine the knowledge of successful culturally relevant teachers of students of color. The leadership and example of such teachers is generally missing in current educational reform. The paper presents two restructuring schools'…