This paper presents an action research approach to exploring methods of improving the learning styles and outcomes of first year university students within large class environments. The genesis of this project stemmed from an observation that entire tutorial groups were often lethargic in their approach to learning. Following a survey of learning…

In this article, two in-service English teachers and two preservice English teachers, who participated in a shared mentoring relationship during the student-teaching semester, share their experiences, conflicts, and how they were resolved. The authors provide first-person narratives of all four teachers and suggestions for improving mentoring…

The transition from school to tertiary study of mathematics comes under increasing scrutiny in research. This article reports on some findings from a project analysing the transition from secondary to tertiary education in mathematics. One key variable in this transition is the teacher or lecturer. This article deals with a small part of the data…

External performance assessments for teachers of mathematics have traditionally been accomplished through reviews of student comments as well as through formal evaluations by superiors. Additionally, evaluating lecture-based teaching (as opposed to more active learning environments) focuses primarily on classroom performance, curriculum planning,…

Investigates the relationship of teaching styles, the faculty's perception of college goals, satisfaction, influence over policy issues, and organizational characteristics, and the teaching effectiveness of community college divisions. (Editor/PG)

According to this book, learning styles are cognitive, affective, and physiological behaviors that serve as indicators of how learners perceive, interact with, and respond to the learning environment. This volume describes the work currently underway in student learning style. It reports on the research base as well as the experience of secondary…

An evaluation procedure, Cognitive Congruence Procedure (CCP), is described which systematically looks at the cognitive dimension of instruction and provides information on: (1) Congruence of intent and practice, (2) Emphasis given to each kind of thinking operation, (3) The degree to which a program has been implemented, (4) Judging equivalence…

The research described in this document investigated the feasibility of matching teachers with their preferred style of teaching. Ninety teachers working with sixth-grade students were randomly assigned to either a highly structured or a low-structured curriculum. Teaching effectiveness (judged by student achievement) was compared in three…

This is a speculative but systematic study that focuses on teaching not as a science but as an art, the term "science" being reserved for such disciplines as psychology. In this paper, teaching is examined as an aesthetically structured as well as technically delineated symbol of human communication and interaction. It is stated that, in using…

Learners enter a learning situation with a preconceived notion of what teaching style is best for them. For those learners perceiving congruency between their preferred style and the teaching style actually received, achievement was greater than for those perceiving incongruency. (Author)

Most teachers can respond to differences in student learning styles. Eighteen elements of learning style, categorized as environmental, emotional, sociological, and physical are described. (Author/MLF)

Administrators seeking effective teacher evaluation should be cautious about using extensive evaluative formats without first examining whether they encourage two-way communication between the administrator and the teacher. (Author/MLF)

Problems in evaluating childrens' progress when the children have been taught under progressive, informal educational methods are pointed out. (DT)

The findings from a two-year longitudinal study of the development of teaching perspectives by four beginning teachers are reviewed. Individual responses of these teachers to the environment in which they worked and the extent to which these teachers abandoned or maintained perspectives they began with are examined. (Author/DF)