A sixth grade teacher describes the impetus one class activity provides for other class projects. (GB)

Describes the author's success in using a soft sell" approach to stimulate reluctant high school students' interest in reading. (JB)

Presents study which applied the Language Teaching Record Scheme (LTRS) during classroom observation in order to demonstrate possibility of determining trends among teachers in use of teaching styles based on apparently meaningful configurations of pedagogical functions. Results show meaningful configurational differences do exist which can be…

Examines characteristics of four-year-old children's teaching styles when placed in an instructional task situation with a three-year-old child. (MP)

A four-level hierarchical model of teacher functioning is presented which focuses on the levels of operation which underlie visible teaching activity. Implications of the model for teacher development and training and for educational research are discussed. (JMF)

Describes the process one school district uses in attempting to place students with teachers whose teaching style best matches the way the student learns. (IRT)

Critically analyzes Neville Bennett's book "Teaching Styles and Pupil Progress," which found that formal teaching styles are more closely associated with student achievement in "basic skills" than are informal styles. (IRT)

Business education classes are among those most frequently selected by students in career and technical education. They attract students with varying academic abilities and interests from middle school through universities with engaging hands-on experiences. Business educators have many teaching styles but agree that there is one constant--change.…

Examined 3 behaviors (asking open-ended questions, using praise statements, demonstrating enthusiasm) in an Integrative Teaching Strategy using 43 middle school teachers as subjects. Found teachers measuring high on the strategy spent more time teaching and less time organizing to teach. (ABL)

A study conducted within the Windham School System of the Texas Department of Corrections suggests that moral education might be accomplished through teaching style rather than a specific educational program. The responsibility for moral education would then be shifted from curriculum to staff development. (Author)

Responds to Tennant's critique by asserting that the model does not denigrate directive teaching methods. Restates the model's claims: (1) adulthood does not ensure learner control; (2) good teachers use learners' present degree of control; (3) degree depends on both the situation and ability to transfer skills; and (4) mismatch between learner…