A personal memoir of Marjorie Hope Nicolson and the graduate English department she headed at Columbia University in the 1940s and 1950s. (SJL)

Reviews the literature dealing with ways of improving the effectiveness of adult basic education reading instruction in the areas of teacher training, teaching styles, instructional methods and materials, and adult learning patterns. Discusses the implications of the studies cited. (AYC)

Urges writing teachers to get back to these basics: valuing writing and enthusiasm for writing, showing interest in and responsiveness to students as writers, encouraging reading for pleasure, making use of insights into the writing process, and helping students develop self-editing that sharpens ideas while eliminating mechanical errors. (RL)

A model of teacher decision-making, which describes how a teacher pursues a plan by means of a set of tactics, is presented. It is argued that teaching competence derives in part from the teacher's ability to generate appropriate tactics. Implications for teacher training are discussed. (RLV)

Previews research on motivational effects of discovery learning, and argues that, although there is general theoretical support for the view that discovery learning methods are superior to expository teaching methods in terms of generating intrinsic motivation, it is unclear whether intrinsic or extrinsic explanations account better for observed…

In attempting to isolate variables which influence instructional styles of teachers, the researchers administered the Rokeach Values Survey and the Teaching Style Q-Sort to college students. The values "freedom" and "obedience" generated meaningful differences among individuals of the personal source, social interaction, and…

Describes the Teacher Orientation to Science Instruction (TOTSI) instrument, which comprises a set of statements on eight characteristics of science teaching. TOTSI evaluates teacher assumptions to indicate what type of curriculum best suits the teacher's abilities and preferences. (MLH)

The author contends that commitment to values in education has been usurped by practical value-clarification exercises and programs in affective education and suggests that educators need to be more aware of meaning, values, and criticism from educational philosophers. (JD)

Research on cognitive styles, particularly field dependence/ independence has implications for understanding how students learn; how teachers teach; how teachers and students interact, and how students make educational and vocational choices and perform in the areas of their choice. (Author/MV)

Learning style preferences were identified for 1,264 10th and 11th graders in a vocational school, of whom 164 had learning disabilities, 45 mental retardation, and 32 socioemotional disturbances. The information is useful for matching instructional style to the best learning mode of students with disabilities. (SK)

Discusses faculty adoption of technology based on experiences in a faculty training project that was developed to help them integrate technology into their teaching. Considers the appropriateness of the technology; faculty involvement; faculty attitudes; support for faculty; lack of confidence; changes in instructional style; and faculty needs…

This article explores different teaching styles, including instructional managers (who focus on orchestrating sets of activities for groups and individuals), caring persons (who are more deeply concerned about how the work of the classroom contributes to the students' growth as individuals), or generous experts (who act as mentors). (Contains 1…

Examines how four teachers respond to their students' creative writing. Describes how they shape their comments. Analyzes what those comments suggest about their teaching styles and classroom goals. (TB)

Outlines the author's process of teaching Amy Tan's "The Joy Luck Club" not in the order it was written. Incorporates PowerPoint presentations, and has students lead discussions. Concludes her method enables students to create beyond guidelines. (PM)

Describes how the teachers in the Bitterroot Network--encompassing Idaho, eastern Washington, and eastern Oregon--have overcome difficulties in communication and cooperation across great distances and have used the Foxfire core practices to integrate fragmented teaching theories and methods into an effective "whole" teaching style. (SV)