The development of a category scheme for the systematic analysis of science classroom discourse is described. Three teaching models are discussed: the Impression Model, which depicts the mind of a student as receiving and storing external impressions; the Insight Model, which denies the possibility that ideas or knowledge can be conveyed by…

This article examines some of the ways in which language has been organised for language teaching. Their deficiencies are examined and some possibilities for the future are suggested. (Author/NC R)

Proposes a model for teaching multicultural awareness in elementary social studies classes in order to give children a more meaningful perspective on their own culture. Based on a comparative study of critical life events such as marriage or death, the model should be of immediate personal interest to students. (AV)

Provides a rationale for the use of writing as a learning vehicle in the teaching of history. Also provides some practical guidelines illustrating how such a writing/history model might be developed. (Author/JK)

The spectrum of teaching styles is a continuum of seven models: command, task, reciprocal, individual (teacher-designed), guided discovery, problem solving, and individual program (student-designed). A progression through these styles increasingly promotes student responsibility in decisions regarding teacher-learner transactions. Major categories…

Suggests using the paradigm of qualitative research, consistent with the bio-psycho-social perspective, rather than the "rule out" decision-tree method of diagnosis for training in geriatrics. Argues that this paradigm would provide clinicians with the broadest picture of the presented problem. (Author/ABB)

This article reviews aspects of the work of Lawrence Stenhouse in curriculum development and research, identifying and summarizing his core ideas: curriculum development as social and political action, the importance of case studies for involving teachers in research, and teaching as an art. (TE)

This article reviews educational inequalities based on cultural heritage and proposes a model for teachers to become more effective in teaching culturally diverse students. The cross-cultural awareness continuum is described and the stages through which a teacher must pass to achieve such awareness are discussed. (JL)

Adds mapping and summarization to the K-W-L (know, want to know, learned) strategy to produce a reading-thinking strategy, equally helpful to remedial and nonremedial high school students for content area textbooks. (NKA)

A California school district used the Hunter teaching model for a study to measure the effect of the model on teachers and students in two schools over a four-year period. Evaluation shows that student achievement and teacher behavior improved during the first three years then dropped during the fourth. (MD)

Reviews the standards for librarians and students involved in the library use education process and discusses the feasibility of producing lifelong, expert library researchers through this process. A model of simpler, more achievable goals is presented. (9 references and notes) (Author/CLB)

Takes issue with the High/Scope Educational Research Foundation report (Schweinhart, Weikart and Larner, 1986) indicating that preschoolers taught by direct instruction end up with twice the rate of delinquency of children who participated in High/Scope's own kind of preschool education. Argues that self-report methodology invalidates High/Scope…

Responds to commentaries by Bereiter and Gersten concerning findings of the High/Scope Educational Research Foundation's 15-year Preschool Curriculum Comparison Study. Addresses issues of design of study, experimenter bias, sample size, self-report validity, interpretation of findings, and related topics. (NH)

Through colleague consultation, teachers develop a collaborative relationship conducive to interclass visitation, observation, and discussion. This helps teachers to become more critical and reflective of their teaching. Clinical supervision is suggested as a method of helping teachers find meaning in their teaching. (Author/DF)

Current state policies, school district practices, and higher education traditions hinder teacher professionalism. To use recent research findings on learning, teachers must have more varied opportunities and responsibilities. The science of teaching is explored. (DF)