Explores how the school classroom context influenced the expression of one prospective science teachers' beliefs about science and science teaching. Using the comparative method of data analysis, four interrelated categories of a student teacher's experience were generated: (1) beliefs about teaching science; (2) constrained teaching and…

Notes that the current emphasis on nonroutine problem-solving techniques causes mathematics teachers to confront anxiety in their students more than ever. Suggests that, by using methods from Transactional Analysis, caring teachers can expand their affective role in helping students with mathematics anxiety by showing them how to get past their…

Argues the usefulness of algebraic and topological mathematical models and general principle formulation for educational research. Applies an algebraic model to relate learning to the pace of instruction. Formulates two broad principles: the Quantitative and Qualitative Teaching Principles (more teaching produces more learning; and learning is…

A first-year course for teacher trainees at the University of Warwick (England) involved students interviewing each other about educational life histories, school organization, school and community, teaching styles, and personal crises. The experience suggests a way to develop critical reflection on assumptions and conventional wisdom about…

Adolescents (n=327) in grades 8-12 and college students (n=235) completed questionnaires measuring their preferred learning styles (dependent, independent, competitive, collaborative, and participative) and their preferences for teacher communicator styles (e.g., open, attentive, relaxed, precise, friendly, dominant). College students exhibited…

Suggests that curriculum formation at tribal colleges can benefit from incorporating adult learning principles. Reviews characteristics of adult learners, information on learning styles and learning strategies, the importance of teaching style and of relevant content, and situational factors affecting learning. (DMM)

Reviews research on the Myers-Briggs Type Indicator's (MBTI's) use in personalizing the basic writing curriculum. Describes an MBTI-based study of personality and writing performance in a basic writing class. Identifies ways MBTI results can inform teacher feedback and the use of prewriting, small groups, computers, and essay tests. (DMM)

Describes a middle school teacher's efforts to alter his teaching style from that of an objectivist to a constructivist approach. (ZWH)

This article establishes the case for making students aware of their own language learning styles, so that they may gain some control over their own learning processes. The specific focus is on the cognitive styles of field dependence and field independence, which are thought to be most relevant for foreign language learning. (32 references) (MDM)

U.S. college educator describes his experience visiting a prestigious kindergarten in Nanjing, China, noting his response to the Chinese learning style versus the Western learning style. (SM)

The good teacher, never a force-feeder, understands that the proper relation between teacher and learner is indirect, and only in this indirect relationship is there space for respect. The teaching styles of five college professors illustrate the value of playful interaction between professor and student. (MSE)

Explains pedagogical content knowledge as a narrative way of knowing. Describes how narratives serve as a means of explaining that understanding to others. Discusses two San Francisco (California) high school teachers' use of narrative in teaching. Concludes that, because teaching is like writing a story, understanding teaching is like…

Five types of adult learners are (1) pragmatic, goal oriented; (2) affective; (3) in transition; (4) integrated; and (5) risk taking. Appropriate teaching strategies are (1) clear objectives, relevant content; (2) personal interaction; (3) opportunities to discuss experiences, mentoring; (4) opportunities for self-direction; and (5) innovation.…

Describes the development of a Reading Recovery teacher's understanding and use of effective questioning practices for low-progress first-grade readers. Finds that teachers' awareness of their own interactive behaviors is developed through ongoing, deliberate reflection and discussion with others and that this awareness is related to student…

Discusses the relevance of research findings on the effect of child-directed learning strategies for learning-disabled preschool children. Considers the generalizability and educational implications of the findings, and notes the need for greater practitioner involvement in the research. (JPB)