Reflects on memories of the author as a first grader, and compares her experiences with the way she teaches first grade. (MG)

Three studies investigated the influence of cognitive style on teaching practices of 114 teachers. Field-dependent teachers were more likely to use small group instructional techniques, while field-independent teachers were more likely to use group instruction, lectures, and direct teaching. (RJC)

Presents four new assumptions that could replace the traditional assumptions that underlie the bases of teacher education programs. The assumptions involve: (1) the importance of personal belief; (2) teacher education as a problem in personal becoming; (3) unique and personal teaching methods; and (4) new roles for field experiences. (Author/CB)

Examines the stability and variability in teaching styles of two junior high English teachers. Teachers were selected on the basis of extreme differences in classroom management effectiveness and in the achievement of their students. Guidelines and suggestions for effective teaching are offered. (DE)

Discusses a study of the perceptions of creativity of 101 highly motivated, academic achievers from 2 New Jersey high schools, focusing on the characteristics (i.e., gender, and grade level and subject taught) of their most creative teachers. Presents students' perceptions of creative teaching style. (DMM)

The article describes a facilitative teacher style of interaction in the special education classroom. The facilitative style, in which students are encouraged to develop control of their own learning, is contrasted with the directive style, in which the teacher maintains control of all classroom interactions. (DB)

Examines time spent on comprehension instruction by award-winning teachers, teachers with master's degrees, and a control group of teachers with bachelor's degrees. Finds that award-winning teachers spend more time in making assignments and giving individual help, but notes no differences in time spent on prereading activities or direct…

Suggests approaches for teachers to use during parent-teacher discussions that occur as a result of parents' or teachers' concern about young children's behavior. Provides a list of nine readings for further information. (RJC)

Explores how the school classroom context influenced the expression of one prospective science teachers' beliefs about science and science teaching. Using the comparative method of data analysis, four interrelated categories of a student teacher's experience were generated: (1) beliefs about teaching science; (2) constrained teaching and…

Notes that the current emphasis on nonroutine problem-solving techniques causes mathematics teachers to confront anxiety in their students more than ever. Suggests that, by using methods from Transactional Analysis, caring teachers can expand their affective role in helping students with mathematics anxiety by showing them how to get past their…

Argues the usefulness of algebraic and topological mathematical models and general principle formulation for educational research. Applies an algebraic model to relate learning to the pace of instruction. Formulates two broad principles: the Quantitative and Qualitative Teaching Principles (more teaching produces more learning; and learning is…

A first-year course for teacher trainees at the University of Warwick (England) involved students interviewing each other about educational life histories, school organization, school and community, teaching styles, and personal crises. The experience suggests a way to develop critical reflection on assumptions and conventional wisdom about…

Adolescents (n=327) in grades 8-12 and college students (n=235) completed questionnaires measuring their preferred learning styles (dependent, independent, competitive, collaborative, and participative) and their preferences for teacher communicator styles (e.g., open, attentive, relaxed, precise, friendly, dominant). College students exhibited…

Suggests that curriculum formation at tribal colleges can benefit from incorporating adult learning principles. Reviews characteristics of adult learners, information on learning styles and learning strategies, the importance of teaching style and of relevant content, and situational factors affecting learning. (DMM)

Reviews research on the Myers-Briggs Type Indicator's (MBTI's) use in personalizing the basic writing curriculum. Describes an MBTI-based study of personality and writing performance in a basic writing class. Identifies ways MBTI results can inform teacher feedback and the use of prewriting, small groups, computers, and essay tests. (DMM)