A review of teaching and teacher education research, including work on teacher effects, organizational change, undergraduate programs, and institutional socialization, explores how teacher education programs can promote those teaching styles which effect the best type of mathematics learning. (Author/CB)

Reports findings of a class exercise in which students are asked to discuss their perceptions of college classes likely to result in high and low classroom motivation. Identifies eight characteristics that encourage motivation: (1) enthusiasm, (2) relevance, (3) organization, (4) appropriate difficulty level, (5) active involvement, (6) variety,…

Introduces four articles that identify different perspectives on the teaching styles of college faculty. The articles are designed to help college faculty identify attitudes, values, and principles that guide excellent teachers, and to examine the strengths and weaknesses of their own teaching styles. (MDM)

Twenty-five general and 37 special education teachers were compared in their planning and adaptation for students with learning disabilities. Results indicated that special education teachers who used curriculum-based measurement (CBM) adapted students' programs more frequently and relied on more objective databases than did non-CBM special…

Case studies of three rural K-12 music teachers, identified as effective by peers, revealed common features contributing to their success: autonomy, flexible master schedule, strong community support, high student participation, particular strengths, high expectations, emphasis on solos and ensembles, and use of high quality literature. Contains…

An education course for prospective teachers was designed to include a field experience that challenged students' underlying beliefs about teaching and learning. This article describes and discusses prospective teachers' reactions to encounters with an unconventional third grade teacher's approach to teaching negative numbers. (IAH)

Interviews and observations revealed that only two of seven teachers fully accepted the Students Achieving Independent Learning (SAIL) program, a strategies-based approach to reading instruction. A major challenge seemed to be that the teachers did not know how to coordinate SAIL with other reading instruction. (MDM)

This study examined how much natural variation existed in teaching practices among schools in Botswana. Surveys and observations of Botswanan secondary teachers indicated their behavior was simple, teacher-centered, and involved few instructional tools. Pedagogical routines were consistent over time. External organizational factors significantly…

Describes and contrasts the two authors' teaching styles. Proposes dimensions on which simulation teaching style and game administration design might vary. Argues that teaching style and game design have a considerable impact on learning-related outcomes from simulation. Recommends that the relationship between teacher/administrator behaviors,…

Reports a study of academic and non-academic demands as perceived by a group of Australian non- native English speaking students in the first semester of postgraduate studies. Relates relevant research to participants' responses to a questionnaire and in follow-up interviews about academic difficulties, such as the use of first language and the…

Explores the link among music content and teaching style and the changes in children's ratings of musical self-competence and their motivation to continue in music. Tested 100 Portuguese children over three years. Finds that declines in both motivation and evaluation of self-competence may be explained by excessive emphasis on aural skills and…

Describes the Instructional Technology Project (ITP) at Floyd College (Georgia), a two-year school where every student must lease a laptop computer to access CD-ROMs and the Internet. Focuses on issues such as how the laptops are used and Internet research. Argues against a total virtual education and assesses the contribution of the laptops. (CMK)

Provides two interviews, one with Philip Bigler and another with Patricia Oldham. Both teachers share their ideals, strategies, and techniques, in an effort to identify teachers who have taught with excellence, dedication, and distinction and to help others learn from them. (CMK)

Surveyed students from the Open University (United Kingdom) about their expectations of their tutor's role in distance learning. Findings show that knowledge of student expectations allows tutors to adapt and improve their teaching strategies. Appendixes display results of pre- and postcourse interviews and questionnaires. (JMV)

Describes the author's experiences and their relation to the notion of educating the "whole student" expounded by student development theories. Suggests that one role educators must explore is that of assisting students in determining their own parameters and learning to accept responsibility for their decisions. (MAB)