As with previous educational fads, each promoted as the answer to all educational ills, brain-theory principles have been used by effective teachers long before the "discovery" of "brain-compatible" teaching methods. (Author/SJL)

Examines the relationship between general pedagogical styles, perceptions of classroom situations, and utilization of various teaching techniques. Various teaching styles are defined, discussed, and evaluated. Concludes that the development of alternative mixes of teaching styles should enchance teaching effectiveness. (Author/DB)

The author makes a conceptual distinction between "teaching strategies" and "teaching methods" and questions the designation of discovery learning as a teaching strategy. (SJL)

Gathers baseline data on the relationship between personal values of educators and their professed teaching style, using a sample of 162 undergraduate education majors. Based upon the results of the Teaching Style Q-Sort, a statistical analysis was performed upon each of the 36 human values ranked by the subjects. (Author)

Eight teachers who consistently and successfully implement individualized, personalized learning in their classrooms were interviewed for the study summarized in this article. (Author/MLF)

Argues that first-grade teachers strongly influence the future successes of their students. (MP)

Descriptions of Juilliard's reputation, student selection process, staff, and study program illustrate the pressures experienced by the student. The school emphasizes the traditional, nineteenth century role of the musician, which is thought to promote an aloof and remote sensibility of people to art. (LBH)

A challenge facing school staffs is the development of school-based curriculum. Some guidelines and incentives for increasing staff participation in curriculum development are presented. Available from: Australian College of Education, 916 Swanston Street, Carlton, Victoria 3053, Australia, $2.50 single copy. (Author/MLF)

Discusses the difficulties observed in the transition from teaching arithmetic to teaching algebra. Future teachers (n=164) were questioned regarding to what extent they were able to shift back and forth between teaching methods within the context of problem solving. Interviews were conducted individually and in a dyad format. (AIM)

Describes the validation of a taxonomy designed to classify teacher verbal strategies to foster interaction through the Hawaii Interactive Television System operated for distance education at the University of Hawaii. Highlights include Kappa Coefficients; Z-scores; and recommendations for future use. (Author/LRW)

Describes one American Literature class' experiences upon studying the writings of Henry David Thoreau. Emphasizes the importance of student "carryover" of skills and information previously learned. (RS)

The third in a five-part series describing a teacher's efforts to become a reflective teacher (measuring approach against student progress) discusses teaching styles and how they form an important connection with students. To shape an effective teaching style, teachers must focus on the students and their unique needs. (SM)

Describes limitations in the understanding of cognitive styles and the constraints these limitations place on the use of cognitive styles in early childhood education. Topics include historical problems of definitions, issues of early childhood education, and guidelines for educational applications and for research. (RJC)

Discusses the relation of individual differences to cognitive styles in the early childhood education classroom. Topics include the use of knowledge of cognitive styles in classrooms and in matching teachers to children. (RJC)

Considers research trends concerning cognitive styles in relation to various classroom factors. Explores relations between the field dependence-independence cognitive style dimension and instructional approaches and materials, classroom organizations, and teacher-student match and mismatch effects. (RJC)