A study of 520 prospective and practicing teachers indicated that many showed no strong orientation or affiliation in their personal educational beliefs and that those who did were attracted mainly to behaviourism or romanticism. Many considered current educational practice as either control-oriented or affiliated with behaviourism. (CM)

Three approaches to the study of learning styles are considered. The first approach assumes that a learning style can be identified by the learner himself. A second approach is based upon teacher observation of learners. A third approach goes beyond recognition of style to analyzing a learning task and identifying the appropriate cognitive style.…

Six first- and second-grade teachers were observed while teaching their students how to read in order to examine the methods and rationale they employed for assistance during reading group instruction. (MP)

Suggests that teachers can be differentiated by their cognitive or affective orientations, reflected in the objectives they select and in the stimuli and questions they present in the classroom. Proposes use of aptitude-treatment interactions in order to clarify the best methods to use for personalized teacher training. (JD)

Classroom conversations between 16 teachers and their pre-lingually deaf students were videotaped and analyzed to examine styles used by teachers in controlling conversation and functions pursued in dialogue. Further analyses were made to examine relationships between hearing loss, non-verbal intelligence, teaching styles and the child's…

A study of family medicine residents' preferences for the content areas of family medicine emphasized by those attending physicians perceived by the residents as the "best" clinical teachers is discussed. Specific teaching behaviors are identified, and a statistical analysis of the preferences of residents is provided. (Author/MLW)

The reform of the nature and content of secondary school teacher preparation programs is advocated in an examination of four key assumptions: (1) Secondary school teachers must be content specialists; (2) Secondary school teachers must teach by lecturing; (3) All students are the same; and (4) Secondary school teachers are best socialized to…

This article argues that intergenerational communication problems are aggravated by university education, primarily because of the present state of the social sciences, where emphasis on scientific methodology and skepticism teach students that practically nothing can withstand critical scientific review; that, in effect, all established authority…

Analyzes a study which examined the effects of teacher vagueness on comprehension of high school biology students (N=48) regarding the vascular system of angiosperms. Includes the finding that teacher vagueness terms significantly affect student achievement and student perception of lesson effectiveness. (CS)

Research addressing the use of small, semi-independent, task-centered student groups ("syndicates") as a classroom technique in higher education is reviewed. Focus is on the promotion of higher-order cognitive skills through the use of such groups. Related concerns include student achievement, group relations, and teacher style. (Author/JMD)

A study shows that teacher organization of classroom work, positive reinforcement of student response, and time spent in discussion, praising student behavior, and waiting for answers influence student evaluation of teacher effectiveness. (MSE)

An investigation of the relationships among student attributes, styles of teaching, and outcomes in a BSCS-based secondary school biology course is described. Two teaching styles, individual and small group teaching and whole group teaching, were investigated as were student attributes including general ability, personality characteristics, and…

In a small secondary school in rural Georgia, this study sought to identify sample classrooms perceived by students and teachers as varying substantially in environmental robustness and to observe these classrooms to describe and contrast their structural features. Identified characteristics of high- and low-robustness classrooms are listed and…

Considers the influence of noncognitive or affective factors (those which govern a person's feelings) on student learning and achievement. Reviews studies focusing on anxiety, locus of control, student age differences, and instructional style. (MB)

Discusses a California case involving a tenured professor's controversial teaching style, which focused on "obscene" topics and assignments that allegedly humiliated female students. The professor eventually prevailed in a Ninth Circuit appeal. The lesson: when attempting to eradicate sexual harassment, we cannot abandon important First…