Two college teaching styles are compared: that of the advocate, who teaches what he believes in passionately, and that of the devil's advocate, who tries to teach either against what he believes or against what he suspects his students will likely believe. Both are seen as important to the liveliness and rigor of a college curriculum. (MSE)

Explains the preexperience, experience, and postexperience phases of seven teaching styles: dictated, prescribed, directed, consulted, interpreted, automated, and shared. The most effective and appropriate style suits the situation, fits the preferences of leader and clients, and results in appropriate client independence. Although no single best…

Discusses an instructional model viewing the role of teachers as gatekeepers or border crossers, with gatekeepers maintaining tight control over learning and border crossers providing students greater freedom to define their own learning experience. Examines the validity of the model in the context of using writing assignments in large lecture…

Describes a study of faculty at Tennessee Technological University regarding their teaching styles and perceptions of student deficiencies and necessary study skills content. Indicates that faculty cited critical thinking, personal responsibility, time management, and problem-solving skills as essential and reported that students lacked critical…

Data from 103 business students indicated that styles of instructor interaction determined their overall evaluation of teachers. The substance of instruction was an important influence on the amount of reported learning, not on overall instructor ratings. (Contains 32 references.) (SK)

Reviews research on pedagogical, managerial, and organizational aspects of effective teaching, highlighting teaching effects, models, and artistry. Effective teaching depends highly on the nature of educational outcomes and goals; requires central qualities, skills, and behaviors; demands an extensive repertoire of teaching styles; and is linked…

Discusses the features of East Asian mathematics education and its underlying values in contrast to features and values in the West. Presented in terms of six dichotomies: (1) product versus process; (2) rote learning versus meaningful learning; (3) studying hard versus pleasurable learning; (4) extrinsic versus intrinsic motivations; (5) whole…

Focuses on the motivating styles teachers adopt in home school and public school contexts. Results showed that religiously motivated home educators embraced a relatively more controlling style than did public school teachers. Results illuminate ideological roots underlying teachers' motivating styles and highlight the need for home school…

Considers administrators' new roles and obligations in facilitating quality online learning. Topics include designing Web courses for knowledge construction; more detailed syllabuses; student assessment; motivating students; learning and teaching styles in online environments; active learning possibilities; social interaction; and nonlinear…

Describes benefits of and challenges to achieving the national standards for physical education by using the Spectrum reciprocal style of teaching, discussing how it can be linked to all seven of the national standards for physical education and how all three of the learning domains (psychomotor, cognitive, and social) have some connection, with…

Examines the relationships among instructors' course goals, instructional activities, and students' assessment of their learning of content and writing in writing-intensive undergraduate natural and applied science courses. Finds that instructors are described along a continuum anchored by instructor-as-corrector on one end and…

Describes a study of the experiences of 610 Dutch students and 241 other European students who studied at least three months abroad in an international exchange program. Students' perceptions of eight characteristics of the university learning environment were measured concerning the home university, the host university, and the ideal learning…

Reflects on teachers' diverse decision-making systems. Matching teachers' beliefs, or frameworks, to the programs they are asked to use is crucial to success and sustainability. Incompatible programs and curricula that are forced on teachers will not succeed. Examples of "teacher-proof" programs illustrate this viewpoint. (CDS)

Administered a Teaching Activity Preference (TAP) questionnaire to ascertain how well teaching preferences fit personality type as determined by the Myers-Briggs Type Indicator (MBTI). Describes teaching preferences of a sample of preservice foreign language teachers. Findings and pedagogical implications for teachers are discussed. (Author/VWL)

Responds to "Rethinking the Graduate Seminar." Addresses topics such as the many styles of teaching in graduate seminars, the role of the instructor, the graduate seminar as part of professional socialization, and socialization for the teacher. Provides suggestions on the article's ideas for dealing with discussion. (CMK)