Five faculty members who have successfully taught adults in evening credit courses at Syracuse University discuss the philosophies, methods and satisfactions of teaching continuing education courses. (SK)

Using the example of a ten-year-old boy working on a science project, the author discusses the question of when and how much the teacher should intervene and direct a child's independent learning activity. (SJL)

Recounts the special needs and capabilities of adult learners that one teacher observed in her extension course on business communication. (RL)

The present study explored the interaction of effects of classroom style and locus of control on students' satisfaction, rather than students' achievement, in a college setting. Data suggest that locus of control, as measured by the Rotter Internal-External Scale, appears to offer promise as a psychological trait associated with students'…

Three studies attempting to define teacher clarity are described. In each case students are asked to rate teacher behaviors in terms of clear or unclear behaviors. The results of each study indicate categories of characteristics of teacher clarity. (JMF)

Discusses factors that will aid teachers in their efforts to spark inner-city students to understand modes of discourse and therefore write interesting themes. (Author/RL)

Describes an approach for using portfolio evaluations with developmental students. Indicates that it includes a system for analyzing and practicing five areas of writing: form, function, authorial attitude, method of development, and point of view. Reviews benefits of the approach and provides charts of portfolio activities. (AJL)

Discusses the methodology used in the Models of Media Education research projects which examined media teaching styles of a group of secondary English teachers in the United Kingdom. Offers conclusions about the teachers' aims and focal concepts in their lessons. Considers the extent to which curriculum innovation involves pedagogical change and…

Examines ways in which teachers can benefit from professional development throughout their careers to enhance their teaching style and improve their career prospects. The article argues that what is good for the individual teacher is good for the school and vice versa. The article covers notions of career mapping, action research, and continuing…

Presents an interview with Leon F. Litwack, a professor of U.S. history at the University of California, Berkeley. Covers topics such as what led him to teaching history, his lectures at Berkeley, themes covered in his U.S. history surveys, and his perception of good teaching. (CMK)

In-the-moment events, which may take unexpected, negative turns and require unplanned responses, necessitate teacher flexibility to maintain an effective learning environment. Case studies within the framework of experiential learning theory illustrate flexible responses. Flexibility may be expanded by assessing learning style, experimenting with…

The study evaluated 117 beginning elementary and intermediate/secondary general and special educators who were more and less effective in maintaining class participation. The study found that more effective teachers provided effective transitions, made assignments, and approved of students' verbal responses more often than less effective…

Discusses ways to motivate students to learn through the use of textbooks. Suggests several activities designed to increase student motivation and interest. These include presenting textbook topics in the form of games, group work, and performing plays and puppet shows. Emphasizes the importance of coaching and praise. (RW)

Findings are discussed from a study in which classroom behavior of three fifth grade teachers was observed. Their respective classroom environments were labeled: "learning-oriented,""work-oriented," and "work-avoidance." The affect of these environments on achievement test scores and guidelines for implementing motivational strategies employed in…