Reports on the development of a form for evaluating student teachers that is designed to encourage them to develop their own teaching styles. Contains a copy of the form. (FL)

A student during McLuhan's early days of teaching at Saint Louis University analyzes the qualities that made him a superb and influential teacher. Recalls that his teaching of literature conveyed a sense of its moral and social relevance and the historicity of the present. (PD)

Performed a correlation analysis on ratings provided for principals on the Leader Behavior Description Questionnaire and scores earned by teachers of each principal on the Educational Attitudes Inventory. Results suggested a relationship between the style of leadership exhibited by a principal and the classroom orientation of his teachers. (Author)

Proposes a paradigm, built around such parameters as teacher-preferences for teaching strategies that are teacher-centered with cognitive objectives and strategies that are student-centered with affective objectives, predicting the quantity-quality aspects of "openness." By trial and error, teachers develop managerial skills compatible with…

Explores teachers' weaknesses that encourage discipline problems within the classroom: teaching style, personality problems, overreacting, friendship (student/teacher relationships), mass punishment, ignoring cries for help, reward centers, false promise of punishment, and "breaking the student's spirit" approach. Provides checklist for teachers…

Using latent class and variance component analysis models, the authors reexamined data from the "Teaching Styles and Pupil Progress" report (Bennett, 1976). Their analysis indicated three distinguishable but overlapping teaching styles, two of which correspond closely to the "formal" and "informal" classes designated…

Reports reasoning skills of graduate nutrition students assessed on the basis of their performance on Piagetian-styled tests. Teaching strategies suggested by Piagetian theory resulted in significant gains in the use of more effective reasoning skills where as the traditional lecture-discussion format did not. Nutrition educational and training…

This article looks at the contributions to educational history, local history, and history instruction made by William Heard Kilpatrick, who taught history at Teachers College, Columbia University, throughout the first half of the twentieth century. (SJL)

Described is the change in teaching style--from open and unstructured to rigid and traditional--undergone by a teacher who found his students did not like or understand freedom in the classroom. (KC)

Instructional situations for adults should not be patterned after those for children. Adult learners should be fully involved in the decision-making processes that affect the teaching-learning situation. (JOW)

The field dependent and independent dimensions of cognitive style focus on the individual's ability to perceive and manipulate a figure with or without a background. Research suggests that field dependence or independence does not significantly interact with expository or discovery teaching styles to heighten achievement. (Author/CMJ)

A variety of teacher behaviors derived from a controlled teaching task is reported. A Brunswickian "lens model" was used to organize the relationships of behavior dimensions to some teacher attitude and personality measures. Teacher attitudes showed stronger relationships to behavior than personality measures. (Author/GK)

This study investigated the influence of teacher characteristics, attitude, and knowledge on their classroom behaviors. Data were collected on 30 secondary teachers while all were instructing a physical activity. Results indicated that teacher attitudes, combined with selected characteristics, were significantly associated with teacher behavior.…

Using an ethnographic approach, this article describes the factors influencing the curriculum planning of a fifth grade teacher. (Author/MP)

Cognitive interactions of science lessons can vary along many different dimensions. Although teaching practices in secondary science classes generally progress from knowledge of facts and principles to applications and problem solving, the trend is reversed in grade 12. Less practical application is evident in early secondary grades. (SB)