Listed are seven devices which a teacher can use to measure his/her classroom skills in order to improve teaching effectiveness. Also included is a description of various teaching partnerships, and ideas for transferring the skills of teaching to other professions. (KC)

There are striking parallels between American schooling and American children's baseball. Coaches and teachers should talk to each other. Both would learn something about learning techniques and about dealing with children, and much about dealing with parents. (Author/SJL)

A British observational study of science classroom interactions was replicated in Atlantic Canada with 33 teacher-class units. Comparison of results revealed a less practical approach to science teaching in the Canadian classrooms, with greater emphasis on the informational aspects of science and convergent, problem-solving activities. (Editor/SJL)

When instructors are unable to finish their teaching contracts, new instructors can benefit from knowing the feelings and concerns of the students. This reports students reactions to the situation, and recommends such things as making clear requirements and grading policy, and clearly describing preferred teaching style.

This article describes Mr. Jewel's art history class--one of three art history classes whose curriculum organization, teaching methods, geographic range of materials, and level of content abstraction were studied using the educational criticism approach. Mr. Jewell's activities as a role model emerged as the major focus of this observation. (SJL)

The influence of selected teacher centers components on student academic achievement is examined. Differences in teacher self-ratings on effectiveness, teaching style, and use of teacher education resource materials are also examined across treatment groups. (JMF)

The teaching "case study" of an outstanding teacher who improved through participation in a teaching/learning research project is described. Data from the study show that students learned significantly more from him at the end of the project than they did at the beginning. (MLW)

Describes the work of Viktor Lowenfeld in developing creative art experiences for the handicapped, particularly using sculpture with the blind. The bulk of the article consists of excerpts from Lowenfeld's own writings, including a case study of his work with a deaf blind child. (SJL)

On the premise that "anxiety" and "achievement motivation" may be indicative of coping strategies, questionnaire measures of these traits plus academic tests were administered to 956 British pupils taught by teachers representing formal, informal, and mixed teaching styles. For part two of this study, classroom behavior, see AA…

An alternative school for problem students in New York City successfully uses both diagnosis of individual learning styles and learning materials designed to respond to individual learning style differences. The students help each other overcome negative behaviors in the school they helped create. (Author/MLF)

Using a stimulated recall technique, the reports of cognitive processes during teaching of twelve experienced junior high school teachers were recorded in an experimental setting and analyzed. Reports were related to teachers' cognitive style and ability. (Author/JKS)

An examination of the Ford Teaching Project and inquiry/discovering teaching theories leads to 43 hypotheses about the problems and possibilities of initiating teachers into classroom action research. (MM)

Teachers must not separate themselves psychologically or physically from their classes. Effective teaching, especially in literature, involves helping students make personal discoveries, correcting mistakes without being authoritarian, and allowing children to enjoy learning. (AV)

This article discusses different styles and methods of teaching and suggests that teachers bear in mind the relationship between their own specific purposes and their choice of method to implement them. (JD)

An essay review of "Teaching Styles and Pupil Progress" (London: Open Books, 1976), in which Neville Bennett investigates the relationship of teaching styles to pupil progress as revealed in reading, math, and English test scores. Also included are excerpts from English critics. (Author/JM)