Tests the hypothesis that students learn best when teachers use strategies consistent with students' temperament-based learning style. Analysis of 417 seventh graders did not support the hypothesis--student achievement was significantly higher when instructional strategies that were designed to promote personalized learning were used. Implications…

Used interview and essay data to investigate history student teachers' development and beliefs about teaching. Most respondents became interested in the subject very early, independently of formal education. Models adopted during early school years influenced their attitudes toward teaching and teachers' role. Their tended to focus on their own…

Reviews definitions of caring and describes a model of a caring professor, outlining the benefits, limitations, and other consequences of this approach to teaching. Argues that caring encourages student growth and learning and creates a safe environment for risk-taking. Provides suggestions for creating supportive postsecondary classroom…

Discusses how we become gendered through our culture and provides a classroom analysis of a teacher working with boys to get them to see themselves as literate in ways that are usually eschewed by boys who achieve hegemonic masculinity. Concludes with a definition of critical literacy that is considered relevant to the teaching of literacies to…

Examines contextual factors that influence what students deem interesting and important by examining what teachers signal as interesting/important in their classroom discussions and assessments. Reveals that the valuing system within three classrooms varied in noticeable ways. Discusses similarities and differences between the value systems of the…

Discusses the classroom practice of Geri Collins who is a veteran eighth grade social studies teacher. Explains how, through her teaching, she attempts to break down the wall her students have around them. Highlights the four characteristics that make her teaching an example of wise practice. (CMK)

This study was conducted to determine whether there are differences in perceptions and expectations between teachers (N=118) of hearing-impaired students from different education systems and philosophies. Results indicate that teachers from oral/aural systems perceive themselves as more competent than teachers from other systems. Suggestions for…

A sample of 1,060 adult community college students and 72 adult instructors completed educational orientation questionnaires. No significant differences between teachers and students were found in terms of orientation to the constructs of andragogy and pedagogy. Age, sex, and program type did not influence student orientation, whereas academic…

Asserts that one reason for schooling is to teach rules regulating the exchange of attention. Suggests that, to maintain visibility in front of the class, many teachers feel they must constantly perform. Describes the experiences of one teacher who preferred to allow students to discuss the subject matter freely. (SG)

Investigated sex-related teacher and student differences, and expectancy efforts, in an experimental teaching situation with Asian and White college students (N=96) taught by 12 teachers, all of whom possessed elementary teaching experience. Found sex of teacher, sex of student, and race of student were related to student performance. (Author/ABL)

Reports the effects on student classroom behavior of a performance teaching strategy in which teacher trainees of English as a second language "perform" to better engage students. Students paid attention more immediately and sustained attention longer, engaged more willingly in subsequent tasks, and appeared to enjoy the lesson more.…

Contrasts social constructionist and social interactionist approaches to the problem of discourse. Examines recent social interactionist studies concerning the effects of readers on writers' development, including investigations of word-segmentation skills, peer conferencing, and instructional discourse. (MG)

Presents experiments on the relationship between teacher intensity and levels of student attentiveness. Reports that increased levels of teacher intensity lead to greater student attentiveness. Discusses the implications of these finding for general music instruction. Identifies elements of effective teaching. (RW)

Provides suggestions for new instrumental music teachers to ensure success in their first year in the classroom. Gives advice for working with the principal and other teachers, for establishing a friendly but professional relationship with students, and for developing a personal teaching style. (LS)

Viewing teaching as an art, it is suggested that teachers should be prepared as artists are prepared. A model is presented for a preservice professional program which develops a pridefully creative outlook, an understanding of the humanities, a knowledge of pedagogy, and a personal artistic teaching style. (JD)