Suggests that the effectiveness of specific teaching approaches may be highly dependent on individual learning styles. Reviews issues related to matching teaching and learning styles and identifies ways in which style information can be used to enhance instruction. (SK)

Discusses the role of judgments and the teacher as judge in the classroom. Describes how judgments may be communicated through the written word, with emphasis on judgments communicated via school records. (RJC)

Examines the historical circumstances, prevailing from the early nineteenth century onward, under which the textbook-centered culture of Indian education developed. Discusses conditions associated with colonial rule, teachers' service conditions and professional status, the examination system, and imposition of a foreign language as they…

This investigation examined the relationships among a teacher's creative thinking, playfulness, and degree of sensitivity in interactions with preschool children during play. Results indicated that expected positive relationships among creativity, playfulness, and an elaborate teaching style were found only for the students. (Author/PB)

The Group Embedded Figures Test and Van Tilburg/Heimlich Teaching Style Preference instrument were completed by 31 agriculture student teachers (58% over age 25). Females were more field independent than the general female population. Overall, field independence was the preferred learning style and student-centered was the preferred teaching…

Explores several movies and children's books, both at an intermediate and primary level, to discover the roles of teachers and the kinds of classroom environments that they create. Attempts to determine how teachers are portrayed and whether traditional teaching is predominantly described. (TB)

Recollections of an eighth grade mathematics teacher who represented teaching that takes into account an accurate understanding of the physical, social, emotional, and intellectual changes that are experienced by young adolescents. (six references) (MLF)

Myths about adult learning are (1) adult learning is essentially joyful; (2) adults are innately self-directed learners; (3) good teachers meet the felt needs of learners; (4) there is a uniquely adult learning style; and (5) there is a uniquely adult teaching style. (SK)

Sample of 25 preservice agriculture teachers completed Group Embedded Figures Test and Myers Briggs Type Indicator (MBTI), revealing that 11 were field dependent, 14 field independent; females tended to be more field independent; they preferred learner-centered approach to teaching; and on MBTI, 60 percent were Extroverted, 76 percent Sensing, 56…

Some teachers believe that children will not learn unless they are entertained. However, in "Talented Teenagers: The Roots of Success and Failure," Mihaly Csikszentmihalyi reports that teens are most interested in school when the classes are demanding and they can stretch their brain power. Only entertaining students will prepare them…

Used participant observation to investigate the beliefs and practices of two teachers with contrasting programs. Findings suggested that the teachers' practices were contrasting when interpreted from the points of view of philosophical constructivism and positivism but not from the teachers' own philosophical humanism. Findings implied that…

Principles of Adult Learning Scale was administered to 12 adult basic education teachers and 189 General Educational Development (GED) students at a technical school. Learning style appeared to change with age and experience. Although congruent teaching and learning styles usually improve achievement, educational purpose, such as GED completion,…

Longitudinal research identified five perspectives of good teaching: transmission, developmental, apprenticeship, nurturing, and social reform. Continuing medical education examples, key beliefs, primary responsibilities, typical strategies, and challenges were identified for each perspective. (Contains 19 references.) (SK)

Explores two mathematics teachers' ways of employing theme-based resources in their lessons. Provides a detailed look at how teachers of diverse pedagogic orientations use thematic contexts in their teaching of mathematics. (Contains 39 references.) (Author/ASK)

Studied whether gender differences resulted in different teaching styles. Three male and three female teachers were observed during a lesson. Focus was on giving instructions and dealing with problems, and participants were rated according to whether gender influenced their teaching style. (Author/VWL)