Presents the procedures, results, and conclusions of a study designed to determine whether constant patterns of teaching of various kinds over an extended period could affect concept formation, problem solving, and total achievement of slow learners in a high school biology course. (LC)

Presents the procedures, results, and conclusions of a study designed to determine the effects of set induction upon student achievement and perception of effective teaching. (LC)

The Tucson Interaction Model emphasizes the importance of teaching style in linking cognitive with affective variables for mainstreamed handicapped students. Five aspects of the model are depicted across three strands (response opportunities, feedback, and personal regard). Even with computer-assisted instruction, the teacher's role is still…

In terms of second-language learning, examines: (1) What is the significance, educational and statistical, of the performance difference between field-dependent and field-independent students? and (2) Does the learner's cognitive style interact with other factors in the learning situation, such as the teacher's cognitive style, to affect…

Teachers of regular classes containing gifted students should develop their ability to identify those gifted students, analyze their teaching approaches, assess the students' ability and developmental stage, organize the classroom into different working levels, and collaborate with other teachers to extend and elaborate the curriculum. (CL)

Recounts how awareness of the fact that she could retire if she wanted to changed the way a teacher taught and thought, and allowed her to relax. (JL)

Points out how student understanding of as well as student confusion about reading and word recognition are both functions of teacher behavior. (FL)

Contrasts Richard Peters' widely accepted analysis and justification of teacher authority with Nell Keddie's discussion of classroom knowledge. Contends that Peters' justification relies upon contrafactual presuppositions about what a teacher knows and teaches. Argues that authority, supposedly based on superior knowledge, is in fact an extension…

Describes an analysis of the possibilities open to the designer of class teaching materials based on the use of a microcomputer. Program design and use are related to the facilities the computer offers, aspects of teaching to which they contribute, and to the problems of making materials easy to use. (Author/CHC)

Lessons can catch students' attention and be particularly memorable when they are dramatized with surprise, mystery, or personalization. (SJL)

Prompted by recent reanalysis of data from "Teaching Styles and Pupil Progress" (Bennett, 1976), the authors consider whether there is an overall trend in British evidence favoring formal or informal teaching styles and whether this dichotomy is important to future studies of teacher effectiveness. (Author/SJL)

Offers an annotated bibliography of 22 RIE entries from the ERIC database on the use of questions in the classroom and in other learning environments. (JMF)

Discusses incorporating nontraditional concepts of learning in nursing education. Elements explored include the split brain theory, school design, teaching styles, teacher's role, teaching strategies, adding variety to the curriculum, and modular learning. (CT)

The author suggests that teachers can learn much about teaching styles by watching television. She looks at the quiz show host, the talk show host, and the superstar; drawing from their performance techniques methods that teachers can apply in, respectively, recitation exercises, class discussions, and generating classroom enthusiasm. (SJL)