Ten professional and 10 peer teachers were videotaped while teaching a short lesson. Detailed codings and ratings of videotapes allowed an examination of interrelationships among teacher expectations, gender, teaching behaviors, and student outcome measures of cognitive performance and academic self-concept. Results are summarized and conclusions…

Reports a study that examined and verified the possibility that relationships between attitudes and second language learning are affected by specific second language teaching styles. Identifies and explains four styles and notes that three of the stages are relevant to attitudes. (SB)

In this anecdote a master teacher, leading ninth graders in a lively and productive discussion of "Ivanhoe," demonstrates effective teaching. (MCG)

Presents suggestions of a veteran elementary science teacher on ways to improve teaching practices. These include teaching science every day, emphasizing discrepant events, delegating authority to students with greater caution, consistently involving female students in science activities, establishing plans for student evaluation in science, and…

Describes two basic teaching styles for college geography courses: discipline-centered teaching and student-centered teaching. Though the discipline-centered approach is dominant in geographical education today, a student-centered cognitive orientation would be more relevant and more helpful to the intellectual development of students. (CS)

A concerted effort on the part of the teacher, the student, and the parent is essential for successful learning to take place. A discussion of how students should be guided in the learning environment was presented. (RK)

Agassiz, one of the first great naturalists, who made significant contributions in geology, natural history, and medicine as well, is discussed with regard to his imaginative and creative teaching methods. (LBH)

A study was designed to explore spiritual teachers of art and to illuminate the characteristics they share. A spiritual artist/teacher is defined as one who exhibits a deep involvement with aesthetic experiences which are personal, sustained, and purposeful. This research focused on data from in-depth interviews with higher education art…

An emerging technology, classroom communication systems (CCSs), has the potential to transform the way we teach science in large-lecture settings. CCSs can serve as catalysts for creating a more interactive, student-centered classroom in the lecture hall, thereby allowing students to become more actively involved in constructing and using…

This study was conducted to identify teaching styles that facilitate student progress on specific learning objectives. Initially, 15 step-wise multiple regression analyses were undertaken using the 44,448 classes in the IDEA database (IDEA center) for classes processed between August 1998 and August 2001, consisting of 1 analysis for each of the…

This proceedings of the 2003 Wilderness Education Association (WEA) conference contains 10 papers and presentation summaries on outdoor leadership, wilderness programs, and related training. Following a brief history of WEA, the entries are: (1) "Adventure Education and Rock 'n Roll: Sustaining the Revolution in Post-Communist Romania" (Dawn M.…

This paper describes a collaborative action research effort designed to investigate: whether teachers would be able to predetermine their dominant learning and teaching styles; whether teachers' dominant learning and teaching styles would be similar; whether teachers of differing levels or subjects would be concentrated in any one dominant…

The purpose of this research was to explore the usefulness of metaphor generation and analysis as a tool for reflection by prospective elementary teachers of science. An interpretive case study was conducted to investigate the changing beliefs of four prospective teachers about science learning and teaching. The main assertion that emerged from…

An examination of a nonverbally warm versus a nonverbally neutral teaching style on learning, question answering and question asking reveals that instructors who behave in a nonverbally warm style may increase learning and verbalness of Eskimo and white students in their classrooms. (Author/KM)