Two relationships must be explored: (1) that between scholarship and teaching and (2) that between research in teaching and the engineering of teaching design. Consideration is given to dialogue in lectures, student reactions to lectures, skill sessions, and tutorials. (LBH)

I have different approaches to this contribution. My concerns as a teacher and a teacher educator are to discuss how we manage to organise for inclusion of the variety of children's mathematics. How do we organise for the mathematics to be included into their mathematics? A message from children about what they expect mathematics to be has impact…

The study was carried out within the framework of a project that provided afterschool mathematics tutorial sessions to 10th-12th grade students by engineers in an informal setting. The participating students were selected from advanced level mathematics classes according to their need for additional support. The main goal of the study was to…

This study examined divergence and convergence between students' and teachers' perceptions of teacher instructional behavior in terms of control of student learning, classroom management, and clarity. Survey data were collected from 72 secondary school teachers from seven schools and their 1,604 students. Teacher experience ranged from 1-29 years.…

Most research on scaffolded instruction has been conducted with mothers rather than fathers and has carried the implicit assumption that it is superior to other methods. This study examined fathers' teaching style differences and the effects of those differences on children's recall and transfer of a strategy for solving balance scale problems.…

For Part 1 of the article, see Modern English Journal'', v4 n2 p111-23 Jun 1973. (HW)

Studied the relationship of teachers' I/D ratio to their students' achievement and retention of learning in senior high chemistry and junior high general science classes. Concluded that the student score on a standardized achievement test was dependent on the teacher I/D ratio as measured on Flanders scale. (CC)

Attitudes towards teaching as it is'' and teaching as it should be'' in different countries. (SP)

Author describes a variety of innovative teaching methods designed to prompt students to learn and appreciate music. (RK)

More candid - and caustic - comments about the open-plan school and its effects on teachers, pupils and parents. (Author)

Rather than change the education system to make it more humanistic, authors advocate altering teachers' philosophies. (AF)

Describes a physics teaching approach used in England characterized by involving students with most of the work and utilizing teachers' time for conferences with each student about twice a week. Individual's progress was evaluated during conferences and joint sessions. (PS)

Author proposes educational guidelines that will allow teachers to introduce new and progressive ideas while avoiding the protests of traditionalists. (RK)

An essay on the value of contention, arguing that the object of English classes should not be to classify things and ideas but to advance, possibly through an adversary approach, the differences in opinion, reaction, and value that too often lie buried in literary issues. (Author/JB)