Case studies were conducted to assess the personal learning styles and behaviors of elementary school children to provide teachers the opportunity of using prescribed teaching techniques to match students' styles. Six groups of behaviors were identified: (1) students demonstrate little internal control and are likely to act out and create…

Experiential education as a teaching strategy differs from traditional classroom learning largely because the sequence of events in the process is reversed. In experiential education the learner first carrys out an action, sees the results, and from this basis generates concepts and principles. By first understanding the basic components of the…

An overview of cognitve styles and research in the field of field dependence/field independence within the context of the special needs of Hispanic students is presented. Various studies by Witkin et al. on the dimension of field dependence/field independence required the subject to perceive an item independently of the field or context that…

BASED IN PART ON A SKINNERIAN LEARNING ORIENTATION, 4 DIMENSIONS OF THE TEACHER'S BEHAVIOR ARE HYPOTHESIZED AS IMPORTANT IN MEDIATING CLASSROOM LEARNING--(1) INFORMATION GIVING (IG), (2) RESPONSE ELICITATION (RE), (3) FEEDBACK (F), AND (4) TEACHER CONTROL (TC). FROM 34 TO 42 5-MINUTE OBSERVATIONS WERE OBTAINED FOR EACH OF THE 4 TEACHERS IN A…

TO DETERMINE THE INFLUENCE OF MOTHER, FATHER, AND FORMER TEACHERS ON TEACHERS' SELF-CONCEPTION, 40 ELEMENTARY SCHOOL TEACHERS DESCRIBED THEMSELVES ON A SEMANTIC DIFFERENTIAL SCALE CONSISTING OF SETS OF SIMPLE ADJECTIVE PAIRS, SUCH AS WARM-COOL, STRONG-WEAK, AND RESPONSIVE-RESERVED. THESE WERE THEN COMPARED WITH THE TEACHERS' DESCRIPTIONS OF…

During a year-long study, the social settings in a grade 3 and grade 4 classroom were examined to determine the effects of the communities on what and how the children read for leisure. Maps of the actual physical setting of the school and classrooms were made, typologies or classifications of the social structures in the class and school were…

The purpose of this study was to describe and explain the communication networks within two schools. The study was undertaken in two secondary schools in a metropolitan area and involved participant observation and interviews over the course of a school year. The purpose of the first part of the study was to enter the schools, identify the issues…

This study addressed two questions: (1) Can homogeneous groups of teachers be created based upon instructional preferences? and (2) If so, can those groups be differentiated by the teachers' role-ideals and their philosophical orientations? The focus was on how teachers want to teach rather than how they feel they ought to teach in their…

Interviews with 40 instructors who had attended mastery learning workshops were conducted by the Chicago City Colleges to determine whether and why the instructors had modified and/or discontinued the mastery learning strategies and to correlate the degree of mastery learning implementation with teacher characteristics and attitudes. The…

It is hypothesized in this study that given an understanding of the educational value levels of students, instructors could modify their teaching methods to accommodate various levels reflected in their classes. Six value systems for both teachers and students are identified: (1) tradition oriented; (2) individualistic; (3) structured; (4)…

Cognitive mapping is a way to determine cognitive style. Based on the "Hill Educational Sciences Model," cognitive mapping is generally applicable in education at any level and in any area, but it has particular applications in communications courses. The simplest method of applying the cognitive style mapping procedure is to have…

A profile of a male sixth-grade teacher is presented with the objective of demonstrating how his perception of his class determined his decision making and leadership style. The teacher was observed over a full school year. This teacher perceived his class as a cohesive, interacting group and he, as its leader, demonstrated the behaviors he wished…

There are reasons why teaching behavior should be assessed, including (1) upgrading teacher education, (2) gaining insights into the learning of both teachers and children, and (3) studying social interactions. Two means of assessing teacher ability are quantification of teacher behavior by the use of rating scales, behavioral categories, etc.,…

This is a review of concepts based upon scientific evidence and observation that may prove helpful to the athletic coach of any age group, any skill level, either sex, and in any environment. It is written with the belief that athletics should exist for athletes and that the coach should be the person who assists the athlete to gain individual…

This book on materials and methods for physical education at the secondary level emphasizes the relevance of physical education to the needs of today's students. The book is divided into seven sections and an introduction. The introduction discusses the search for the relevance of the secondary school. Part 1 describes the community, the school…