Discusses a research tool that has the potential to identify a student's development in mathematical modeling, gauge the effectiveness of adopted teaching styles, and enhance learning. Reports on pilot applications of a questionnaire at two universities in the UK. Discusses the construction and testing of the research instrument and considers…

Eulogizes poet and teacher Kenneth Koch. Notes that Koch was a renowned poet, a pioneer of the poets-in-the-school movement, and mentor to generations of Columbia students. Describes his often caustic teaching style. (PM)

Presents notes toward a reevaluation of teacher knowledge and of the most important form in which that knowledge is represented--stories. (RS)

Draws a humorous analogy between superstitious behavior induced in chickens and the beliefs and folkways that are manifested in the teaching of beginning reading and the teaching of study strategies. Argues that it is very easy and natural to fall into patterns of superstitious, meaningless behavior, such as teaching from basal readers. (RS)

Dale's impact on the author's personal and professional development during their 40-year association is described. His teaching style, approach to scholarship, and emphasis on writing are discussed; as well as his contributions to educational research, which include the Dale-Chall Readability Formula. (IAH)

Profile of an "outstanding classroom professional," a grade three-four teacher who creates an atmosphere where students are encouraged to take responsibility for their own learning. Examples of classroom activities are given, including "75 Ways to Share a Book." Respect for students' dignity and sensitivity to their concerns…

Investigation of 258 Great Britain college faculty's teaching method preferences indicated that most of the subjects preferred the lecture method, with five different types of lecture identified: oral lecturing; visual information giving; exemplary lecturing; eclectic lecturing; and amorphous talking. Lecturing styles were closely associated with…

Responses from 302 accounting programs with tenure tracks (of 600 surveyed) showed that the use of nontraditional teaching styles and techniques was not affected by tenure status. Evaluation methods, exams, classroom activities, and case usage were similar. Nontenured faculty made greater use of databases. (SK)

Revisits a concept put forth in this same column a year ago, namely, that middle school teachers are different from other level teachers in five significant ways. Argues that now is the time for vertical collaboration; that is, collaboration among teachers at different levels of education. (TB)

Nine elementary teachers explain how they design their classrooms to match and support their instructional styles. The teachers focus on whole language programs, student portfolios, science activity set-ups, technology transformation, learning center strategies, and space utilization. (SM)

To incorporate student learning style preferences successfully in instruction, teachers need to be aware of (1) the meaning of learning style, (2) the available instruments to measure learning style, (3) considerations in choosing an instrument, and (4) ways to incorporate students' learning styles into lesson planning. (Author)

Discusses one teacher's approach to "advanced" English instruction. Reflects on such topics as the undigested transmission of the canon and the problems of the "common sense" style of teaching. Includes comments by two students who participated in the course being described. (HB)

Considers the appropriate role of technology in higher education, particularly in teacher-education programs. Topics include problems with too much technology, preparing students for the use of technology, the need for backup plans if problems with the technology arise, learning processes, and teaching style. (LRW)

Suggests that philosopher Donald Davidson's interpretative principle of charity can help explain why communication is impoverished or even impossible in classrooms governed by traditional, authoritarian practices that form a "pedagogy of severity." Notes that teachers should promote a "pedagogy of charity," which assumes that…

The power of the inclusion style of teaching is in that learner performance can be assessed from the perspective of standards related to all three of the learning domains. It allows teachers to address diverse students' individual needs, which is particularly important in physical education, where classes have significant discrepancies in…