Describes an analysis of the possibilities open to the designer of class teaching materials based on the use of a microcomputer. Program design and use are related to the facilities the computer offers, aspects of teaching to which they contribute, and to the problems of making materials easy to use. (Author/CHC)

Lessons can catch students' attention and be particularly memorable when they are dramatized with surprise, mystery, or personalization. (SJL)

Prompted by recent reanalysis of data from "Teaching Styles and Pupil Progress" (Bennett, 1976), the authors consider whether there is an overall trend in British evidence favoring formal or informal teaching styles and whether this dichotomy is important to future studies of teacher effectiveness. (Author/SJL)

Offers an annotated bibliography of 22 RIE entries from the ERIC database on the use of questions in the classroom and in other learning environments. (JMF)

Discusses incorporating nontraditional concepts of learning in nursing education. Elements explored include the split brain theory, school design, teaching styles, teacher's role, teaching strategies, adding variety to the curriculum, and modular learning. (CT)

The author suggests that teachers can learn much about teaching styles by watching television. She looks at the quiz show host, the talk show host, and the superstar; drawing from their performance techniques methods that teachers can apply in, respectively, recitation exercises, class discussions, and generating classroom enthusiasm. (SJL)

This essay identifies several things teachers can learn from students or from the sheer act of teaching: about their own personalities; about ways to improve their teaching; and about subject matter, through simplifying and organizing it for presentation, through student questions, and through the natural flow of ideas. (Author/SJL)

An experimental and control group pretest-posttest design was used to determine effects on subjects' focus during playback of a self-evaluation model for use by student teachers in conjunction with split-screen videotape feedback. Results indicated that both groups' focus reactions changed significantly from the pretest to the posttest. (Author/JD)

Attitudes of undergraduate elementary education majors were examined to determine the relationship between dogmatism and teacher preference for certain teaching styles. Findings indicated the more dogmatic groups of future teachers had greater attitudinal preferences for the orderly, dependent, exhibitionistic, and dominant teaching styles. (DS)

Delineates various aspects of the role of the teacher in early childhood education: caretaker, support agent, facilitator, instructor, educational collaborator, evaluator, experimenter, disseminator, and curriculum creator. (CM)

The interaction between one teacher and two severely subnormal children was observed. The teacher was sensitive to differences between the children and varied certain aspects of her teaching. However, these variations appeared to be a function of relatively static models of the children, not modified to particular tasks. (Author/SJL)

Describes an approach to evaluating open classrooms based on the premise that the evaluation instrument used should be sensitive to the educational goals of the teacher. (SB)

Two extreme, mutually exclusive logic patterns are considered--"creative" and "constructive." It is proposed that most individuals display intermediate traits of the two modes, and that an understanding of these qualities can further the concept that individuals learn differently and have different instructional needs. (RW)

Presents three articles that explore the concept of learning styles and its application in business communication: (1) "Learning Styles and Teaching Styles: Who Should Adapt to Whom?" (Thomas C. Thompson); (2) "The Effect of Interactive Multimedia on Learning Styles" (Stevina U. Evuleocha); and (3) "Applying Kolb Learning…