Reports on a pilot study that attempted to uncover, through classroom observations, how experienced social studies teachers explore and reinforce student understanding of concepts that comprise the adopted curriculum. Particular attention is paid to the use of metaphors, analogies, and similes as examples or reinforcements of verbal or written…

Argues that the term "Native learning styles" is ambiguous, and that several studies in the literature go beyond cognitive and interactional categories, further confusing the issue. Lists 42 suggestions that focus on teacher adaptations to specific situations, rather than on generalizations about Native student characteristics. Contains 24…

States that students who succeed tend to be thinkers rather than feelers. Discusses how teachers can discover their own learning styles and develop an approach that reaches every learner. Suggests that music educators' teaching styles tend to mirror the learning styles of at-risk students and are missing from the remainder of the curriculum. (DK)

Through qualitative and quantitative research, beliefs of 16 exemplary teachers of visually impaired children were organized into higher order constructs and analyzed. The study found that successful teaching requires the educator to balance the demands of the internal classroom environment and the external environment made up of faculty,…

Classroom life was observed for six weeks in four British Columbia classrooms: Grades one, four, split-grade six/seven, and nine. Despite differences in teaching styles and methods, classroom environments were similar, demonstrating active student engagement, shared enjoyment, and guided independent thinking. Teacher attitudes toward mandated…

Examined the relation between contextual risk factors and IQ in children at risk for mental disorder. Maternal teaching style and children's performance on a Luria bulb-squeeze procedure and delayed-match-to-sample task added variance to the risk-IQ equation. Contextual risk was related to children's preschool IQ. (BC)

J. Robert Hanson responds to questions concerning the "learning style" and "perceptual and judgement functions," styles common among developmental students and members of particular ethnic/social groups, the modification of teaching styles to accommodate students, coownership of the classroom, and ways teachers can facilitate…

One teacher taught same story for three years to three groups of low-achieving second graders. An interaction-tracking and coding scheme was used to detect changes in student and teacher interaction patterns. By year three, students participated more actively in story discussion and used strategies with less teacher prompting. These changes…

Analysis of teaching styles of 264 proprietary school instructors in allied health, business, and technical programs revealed a strong preference for teacher-directed instruction, especially in technical programs. Instructors with higher education teacher training and female instructors tended toward a more collaborative mode. (SK)

Examines motivational strategies used by library media specialists (LMSs) in library and information skills instruction, and the resulting on- and off-task behaviors of students. Results indicate that LMSs use mostly attention-focusing strategies, middle school LMSs utilize more strategies than elementary LMSs, and extrinsic motivators are more…

The life and works of poet Robert Frost are examined for insights into his philosophy concerning higher education, particularly formal education, his own style of teaching, perceptions of the teacher's role within and outside the classroom, and the relationship between student and teacher. (Originally published in 1936) (MSE)

Discusses the author's development of teaching style from a permissive to an authoritarian to an authoritative teaching style. Uses research on parenting styles to understand the college classroom and argues that a teacher's view of students affects their teaching. (CMK)

Controlling for such factors as precollege cognitive ability and academic motivation, ethnicity, gender, exposure to college, work responsibilities, and the pattern of courses taken, students (n=2,416) reporting that the first-year instruction they received was well organized and prepared tended to demonstrate greater general cognitive…

Discusses the four learning styles (concrete experience, reflective observation, abstract conceptualization, and active experimentation) and the importance of matching teaching and learning styles. Outlines activities for a humanities course that coordinates appropriate teaching and learning styles. Provides appendices. (CMK)

Presents an interview with Clark Terry, who comments on his approach with children who know nothing about music, the most important qualities of a good teacher, and music and arts education in schools today. (CMK)