Reported is a variety of studies associated with the development of new elementary science programs in the Boulder Valley School District. Three approaches to elementary science were given field trials, one using textbooks based on a conceptual schemes approach, one based on the Elementary Science Study materials, and the other based on the…

A system to identify strategies of justification used by teachers in the classroom was developed and used to classify secondary school mathematics teacher discourse. Justification of assertion and action were labeled "validation" and "vindication," respectively. Eight strategies were identified - six of validation and two of vindication. The most…

This is an account of the experience of a college instructor and a group of prospective social studies teachers as they answer a simple question concerned with direction of travel through the Panama Canal and explore the reactions of students. The situation originates in a class discussion focusing on ways of asking and responding to classroom…

The purpose of the research was to determine the effects of direct and indirect teaching style on elementary students ranked "high" and "low" in social-emotional development. Twenty teachers who demonstrated direct and indirect teaching styles were identified; 94 elementary students were ranked high and low, based on five measures of…

In-service activities should give more attention to how teachers learn and how teachers' learning styles are related to their teaching styles. (JD)

This study of teacher behavior in four classrooms reveals that, in the dimension of management, teachers looked rather alike. Where differences did exist, they seemed to be determined by the individual personality and philosophy of the teacher rather than by institutional contraints, which dictated the management core. (Author/MC)

The basic assumption underlying the open classroom approach is the view that, among children of the same age and sex, significant differences (in temperament, rate of growth, background, experience, and personality dispositions) exist, and, therefore, educational methods must take these differences into account. (Author/MC)

The subject-centered teacher establishes fixed classroom routines and strict classroom control. The group-centered teacher involves students in activities in which they will make decisions and grow socially and academically. A teacher may teach effectively using either procedure, or may combine the two types. (Author)

Describes four possible ways to teach science: the formal, the indirect, the interpersonal, and the integrative. Provides examples of science lessons which illustrate each of these ways of teaching. (PEB)

A successful project at the University of South Carolina uses faculty as problem-solvers through peer observation. It causes faculty members to examine critically both teaching styles and teaching effectivene ss, and the project is cost-effective. (LBH)

A study of the effects of different teaching styles on students with varying personal characteristics was announced. (GW)

In an institutional setting for retarded children, 14 staff members were observed during the administration of teaching programs. (Author)

Reports an attempt to observe, describe, and account for the ways in which four teachers planned their curricula and explores the relationship between the teachers' perceptions of some of the elements in the planning process and the ways in which they go about their planning. (Author/MLF)

Presents the first of a four part series of interviews of physics teachers who have won the American Association of Physics Teachers (AAPT) Innovative Teaching Award. This first review emphasizes the type of course taught and the teacher's role. (SL)

Providing teachers with training in interactive behavior skills (activities) is not sufficient to change teacher behavior in the classroom unless teacher beliefs about what is important (objectives) in the classroom are also modified. (MB)