This study was an attempt to use a model or a theoretical construct and to find if that model related to an underlying construct teachers might have as they view science teaching decisions. Nine scenes from the Science Curriculum Improvement Study (SCIS) film, "Don't Tell Me, I'll Find Out," were selected. Statements reflecting three…

Dimensions of personality and value structure were related to preferences for field activities among preservice teachers. These dimensions included authoritarianism; traditionalism of educational views; progressivism of educational views; child centeredness; institutional centeredness; situational knowledge of practical wisdom in teaching; and…

The author has written this book to counter the assumption that all a teacher must do to conduct an open classroom is to have read the works of Neill, Holt, and others. He puts forth a number of guidelines for teachers who want to achieve an open classroom. Among the topics of the book are: possible trips and out-of-doors activities; classroom…

A teacher's ability and skill in estimating student states of mind provides essential information for deciding what and how to teach. (JD)

Provides an introduction to cognitive, learning, and teaching styles and their educational use by describing two instruments used for cognitive style mapping the Oakland and Canfield approaches. (Author/GA)

High school classes were assigned to five types using J.L. Holland's typology, and the climates assessed using the Classroom Environment Scale. Holland's classification was generally supported, although some unexpected findings are discussed. Holland's hexagonal model of the similarity between types received only weak support. (Author/GDC)

Suggests using the professional personalities of film and television "stars" as models for emulation by beginning teachers. (RK)

Upon completion of a study skills course 73 students responded to a 33 item questionnaire derived from the Study Skills Test in terms of the frequency of study problems experienced in specific courses where the style of the instructor most interfered with learning, or helped in learning the course content. (Author)

Discusses the contributions, including research interests and instructional approaches, that James Douglas has made in the chemical engineering department at the University of Massachusetts. (MLH)

Discusses study of instructional approach and pupil characteristics interacting to affect student achievement. Results point to potentially negative consequences of placing students in a learning environment incongruent with key personal characteristics. (JM)

The teacher as reflective practitioner of rhetoric of teacher education reform is balanced against the realities of promoting teacher reflection. Crucial conditions to promote reflection are identified. (Author/MT)

This paper evaluates Hatton's critique of Grant and Sleeter's (1985) view of teacher work. Teachers have power, it is argued, and choose how willing they are to respond to students of particular racial and social backgrounds. (MT)

Seniors in two basic English classes learn to write vivid prose by recording conversations before concentrating on the conventions of writing. After the writers express themselves, they begin to see the value of the rules of writing. (MLF)

Describes the exuberance with which one teacher approached her first years in the profession. Claims that, after 14 years of teaching, she still has both the desire to open young minds to new ideas and a love of literature. Claims that many curricula today do not devote enough time to literature. (JD)