The paper briefly reviews the literature related to student evaluation of teaching (SET) and describes a study undertaken to determine if SET could be improved by suggesting specific behaviors to teachers during educational consultations. (LBH)

It is now recognized that there are almost as many learning styles as there are learners. Today's teacher is faced with the difficult task of developing a multidimensional system to evaluate his teaching effectiveness. (Editor)

Discipline is viewed in its broad organizational context as control of behavior. The context of secondary school discipline is analyzed in both its theoretical and practical aspects. Available from: Australian College of Education, 916 Swanston Street, Carlton, Victoria 3053, Australia, $2.50 single copy. (Author/MLF)

Compared teaching and learning measures of 16 mother-child and sibling dyads playing a picture categorization game. Found that although siblings' teaching styles directed target children to make the correct choices, mothers provided information to help them make choices on their own, suggesting differences in how mothers and siblings interpreted…

Behavioral, humanistic, cognitive, constructivist, and neuroscience theories of learning are briefly described. In the training of outdoor activity instructors/teachers, the curriculum should contain modules on various learning styles so that participants have equal opportunities to digest outdoor experiences and interpret them in a manner that…

Reviews two books on the influence of school desegregation on students, "The Other Boston Busing Story: What's Won and Lost across the Boundary Line" (Susan Eaton) and "Finding One's Place: Teaching Styles and Peer Relations in Diverse Classrooms" (Stephan Plank). Both books describe students' reactions to desegregated…

Grades and final exam scores for 99 students from 2 community colleges and student evaluations of 5 business instructors were examined. There was no significant relationship between learning style/teaching style match and student success. A significant relationship existed between course grades, final exam scores, instructor evaluations, and grade…

Analyzed the amount of activity, intensity of activity, and attitudes of participants in Czech high school physical education classes taught using different teaching styles and dance forms. Measurements of heart rate and dance intensity and student surveys indicated that teaching style and dance form significantly impacted the intensity and volume…

Reports the results of a survey of Wisconsin secondary social studies teachers designed to answer the question: To what extent do teachers use simulations? Describes the study designed to replicate an earlier survey of Ohio teachers in 1979 by J.J. Blaga. Compares the results of the two surveys. Concludes simulation use has increased. (RW)

Examines the relationship between instructional practices which teachers use and current theories of literacy development. Shows that the "fit" between current theories of literacy development and the traditional basal approach is inadequate. Addresses the role of critical thinking in transforming teachers' perspectives about the reading process…

Develops an 18-category Explanation Appraisal Schedule (EAS) for the analysis of teaching effectiveness in the expository mode. Describes the validation procedures with the worksheet of the EAS. Reports that the EAS provides a discriminating instrument for use in analyzing teaching effectiveness. (Author/YP)

Explained are differences in communication, perception, arousal, and motivation for both teaching and learning styles. Experiential education is distinguished from experiential learning, and salient educational strategies are integrated into the educational cycle. (Author/CW)

Describes six primary grade teachers' beliefs which guide their teaching practices within an exploration of child centered programs. Seven graduate students viewed a video which illustrated and described child centeredness in different settings and described what they perceived as teachers' interpretations of child centeredness. (RJC)

In a comparison of two early childhood teachers, Teacher N's environment was open and soft with complex and super units. But Teacher N failed to interact with the children. Although Teacher K's setting was closed, hard, and simple, she had good rapport with the children. (RJC)