Describes the procedure by which content area teachers are trained to implement the use of study guides in their classrooms. (AEA)

Findings of a series of studies of teachers and novice instructional designers indicate that prescriptive models of how instructional design should proceed frequently do not match the reality of practice. Appropriate changes in instructional design procedures are suggested. A bibliography of 26 items is included. (CHC)

The author claims that before systematic and deliberate learning can take place there must be a systematic theory of instruction. (KC)

Describes the science learning environments of 14-year-old students in 14 different countries. Presents between-country and within-country correlations between learning environment dimensions (exploratory and authoritarian) and science achievement and analyzes the results and implications. (GS)

Classroom research linking teaching behavior and classroom management to student learning, especially in the area of basic skills, is reviewed. (JMF)

In-fashion versus out-of-fashion and concealing versus exposing were clothing dimensions most salient to differentiating teaching style groups. Social interaction types rated themselves more out-of-fashion, demanding fewer external symbols of personal characteristics such as fashionable clothing. (Author/BEF)

For seventh-grade mathematics students lesson discontinuity and teacher vagueness terms significantly affected student achievement, and the interaction between continuity and vagueness was significant. Vagueness terms significantly affected student perception of lesson effectiveness. (Author/CP)

Urban education is working and will continue to work if budgetary problems are resolved. Urban schools can and will succeed if less emphasis is put on negative issues, such as crime. (CJ)

Describes a study conducted to assess the correlation between the end-of-course grades of 300 students at three colleges and (1) measured differences between the preferred learning style of the student and the preferred instructional style of the teacher and (2) end-of-course student ratings of instruction. (JP)

Evaluating extension educator performance is difficult due to the nature of extension education, the variety of educational methods and clientele, and the broad subject matter taught. Some approaches to performance evaluation are classroom visitation, self-appraisal, plan of work review, "student" input, group sampling, and peer evaluation. (MF)

Dynamic aspects of maternal language instruction and first language learning were explored by observing one- to five-year-old middle-class children with their mothers. (CM)

"Thinking while teaching" was explored in a case study of teaching styles at an elementary school. Data were collected by stimulated recall interviews, classroom observation, and pupil sort tasks. The data suggested a high correlation between teachers' observable behavior and cognitive processes. (Author/JKS)

Examines the use of humor by college teachers in the classroom, assesses the frequency with which humor is employed, and characterizes the type of humor used. Several patterns of humor usage are presented. (JMF)

Defining students' different styles of learning and their study patterns enables a teacher to guide them into using their own methods effectively; this is particularly important in teaching inner-city students. (JD)

Neville Bennett's "Teaching Styles and Pupil Progress" has attracted widespread attention for its major conclusion that formal teaching styles foster greater pupil progress than more informal ones. Examines the adequacy of the research on which this claim is based. (Author/RK)