Research on teaching is beginning to uncover what teachers do to create conditions that foster learning. Some ideas about teacher behavior that have been linked to positive learning outcomes are explored. Five teaching styles that can be linked to research findings are presented. (DF)

Temperament type is a key to understanding the classroom behavior of social studies teachers. Current criticisms of strategies employed, dependence on the textbook, fact oriented testing, and the dearth of problem solving in lesson planning are grounded in professional decisions based on temperament preferences. Employing four types of temperament…

Designed to differentiate preservice and inservice teachers according to their theoretical orientation to reading, the TORP consists of 28 items reflecting practices and beliefs about reading instruction. The items, which require a Likert-type response, fall into three categories: phonics (smaller than word emphasis), skills (whole words with…

Data from the Joint Council on Economic Education's National Assessment of Economic Education (NAEE) Survey, gathered during the 1986-87 school year, provide material for a large-sample study of a broad variety of determinants of economic understanding and attitudes at the precollege level. The NAEE Survey, consisting of four questionnaires,…

Investigates similarities and differences of science and mathematics teachers' teaching practices related to critical thinking. Compares the two groups of teachers in terms of objectives and assessment techniques, teaching preferences, various activities, and use of cooperative groups. Reports the results for all of 53 items. (YP)

Issues pertaining to the validity of student ratings of teacher effectiveness, research on "educational seduction," and implications of the research for the evaluation and improvement of teaching are reviewed. Criteria that have been used to validate student ratings include student achievement, faculty ratings, self-ratings, research productivity,…

Presents a case study of one teacher's method of teaching literature. Discusses the emphasis on a process of critical interpretation of subject matter, transformation of that content, and continuous learning based on the literal and metaphorical aspects of content. Concludes that critical thinking is encouraged by organizing imagery, forms of…

Reports on a study of 110 secondary social studies teachers and the variables that affect the use of learner-centered teaching strategies. Found that methods used in the preservice social studies methods courses had a significant impact on methods used by teachers. Concluded that teacher educators should increase the use of learner-centered…

This report focuses on current attempts by researchers to examine teacher effectiveness through the "task hypothesis," which asserts that effective teachers accomplish a large and diverse set of tasks--or discrete, goal-oriented units of work--in their classroom. After an introductory critique of past efforts to assess teacher "traits" or…

Three undergraduate students were observed and trained through a two-way audio-video telecommunications system to use prescribed teaching tactics with preschool-aged handicapped children. Televised graphic feedback alone was insufficient in producing desired changes in teacher behavior, but televised graphic feedback plus televised verbal…

Presents a study analyzing the relationship between preservice teachers' perspectives of their role and how they teach social studies. Identifies seven perspectives: scholar psychologist, friendly scholar, inculcator, facilitator of thinking and lifelong learning, friendly pedagogue, empowerer, and nurturer. Concludes that multiple approaches to…

Study correlated teacher characteristics derived from qualitative methods (interviews, observation, etc.) with results produced by quantitative methods (measurement of eye contact, facial expressions, voice level). The teachers' commitment to their students' learning was reflected in their adaptable and effective classroom behavior. (MJP)

Reports on a study of how seven fifth-grade teachers organized their social studies curriculum following the adoption of a new textbook. Finds that teaching styles were more varied than might be expected given the similarity of materials. Discusses three observed teaching styles. (CFR)

This paper reviews significant research findings from the past 10 years which demonstrate that teachers' attitudes, expectations, and behavior have significant practical effects on student achievement. Although causes of differential interaction are not definitely established, it is clear that many teachers vary sharply in their interaction…

Teaching style preferences of 157 teachers of gifted students were correlated with percent of time spent in teaching gifted children, years of teaching experience, and teaching level. Of the styles identified (Sensing-Thinking, Sensing-Feeling, Intuitive-Thinking, and Intuitive-Feeling), more experienced teachers revealed a preference for the…