The annual theme issue of Childhood Education is dedicated to recognizing the achievements of teachers of the year. Teachers of the year describe their methods, beliefs, and concerns in personal statements. (DG)

Suggests that good teaching is not the successful execution of a teacher-directed plan but the collective weaving of personal knowledge and understanding teachers create with students in literacy experiences. (MG)

This examination of various bases for choosing teaching behaviors emphasizes the teacher's values concerning aims and elements of education. Research data on teaching effectiveness are described as inconsistent. Prescriptions by experts, modeling, and adherence to a philosophical position are useful only when based on teacher's awareness of…

A way of utilizing the techniques associated with programed instruction is proposed for imporvement of teachers' professional skills without writing and evaluating frames. The 3-part Conceptual Analysis of Instruction, which includes objectives, analysis or flowchart, and terminal behavior test, is compared to the traditional lesson plan. (JT)

Presents methods for reading supervisors in their role as instructional leaders, including: modeling instructional strategies and techniques, holding group meetings to discuss concerns and needs, encouraging attendance at reading conferences by paying for expenses, supervisor observation, and teacher self-evaluation. (RS)

A study was made of techniques used by teachers of children from widely diverse ethnic backgrounds. Thirty-two classrooms with children from ages four to eight years were observed and the teachers were interviewed. Most of the children were non-English speaking Vietnamese, Hmong (Laos), and Mexican Americans. Observers assessed the broad areas of…

In this study, relationships were examined among three aspects of the implementation of complex instruction, an innovative approach to teaching in heterogeneous classrooms. These three aspects were: (1) teachers' use of the complex instruction strategies in the classroom; (2) systematic and comprehensive feedback received by teachers from the…

Addresses the issue of creative teaching in social studies. Examines the way the creative classroom looks, how teachers can become more creative, and the importance of creative teaching in social studies. Concludes that creativity can foster students' understanding of social issues and aid in the retention of students until graduation. (RW)

Investigates teachers' perceptions in two studies regarding extent to which various teaching methods are differentially appropriate for various types of students. Results of both studies indicate teachers do differentiate among appropriateness of various methods for different students, and their decisions tend to agree with existing research on…

Proposes a model to help teachers become consumers and producers of research as an integral part of classroom instruction. The strategy begins with teachers' concerns and aims at helping them become more responsible for directing their own professional development. Suggests employment of the model in preservice teacher education. (TRS)

Four mathematical/social studies module clusters are presented in an effort to develop proficiency in instruction and in inductive and deductive teaching procedures. Modules within the first cluster concern systems of numeration, set operations, numbers, measurement, geometry, mathematics, and reasoning. The second mathematical cluster presents…

A practicum was designed to develop training that would increase teachers' understanding of an integrated curriculum and how to plan for implementation. Subjects were 23 teachers at a K-5 elementary school. Training was developed to provide a common knowledge base of an integrated curriculum, productive collaboration and planning, and…

Examines teaching methods in elementary social studies classrooms. Interviews fifth and sixth grade students regarding their perceptions of social studies. Finds instruction relies heavily on textbooks. Shows half of the students dislike social studies. Includes students' verbatim comments. Designs teaching approaches based on students' preference…

Much of what teachers know about how to teach and how to conceptualize specific academic content is learned from their undergraduate professors. In 1990, California State University, Fullerton, received a grant from the Fund for the Improvement of Postsecondary Education (FIPSE), Project Teach, to improve the quality of instruction which…

This study was conducted to explore the relationship between elementary school teachers' professed teaching practice and their beliefs about and understanding of elementary mathematics. The Curriculum and Evaluation Standards for School Mathematics, published by the National Council of Teachers of Mathematics (1989) was used as the criterion for…