Descriptor
Source
| Theory into Practice | 9 |
Author
| Bargar, Robert R. | 1 |
| Carrier, Carol | 1 |
| Dellas, Marie | 1 |
| Fantini, Mario D. | 1 |
| Gaier, Eugene L. | 1 |
| Hoover, Randy L. | 1 |
| Hunt, David E. | 1 |
| Joyce, Bruce R. | 1 |
| McNergney, Robert F. | 1 |
| Patterson, Janice | 1 |
| Wang, Margaret C. | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 7 |
| Reports - Descriptive | 3 |
| Opinion Papers | 2 |
| Reports - Evaluative | 2 |
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Peer reviewedGaier, Eugene L.; Dellas, Marie – Theory into Practice, 1971
Descriptors: Children, Cognitive Processes, Concept Formation, Creative Expression
Peer reviewedHunt, David E. – Theory into Practice, 1978
In-service activities should give more attention to how teachers learn and how teachers' learning styles are related to their teaching styles. (JD)
Descriptors: Behavior Patterns, Cognitive Style, Individual Differences, Inservice Teacher Education
Peer reviewedPatterson, Janice – Theory into Practice, 1983
When looking at diverse theories of intelligence, there are four common notions to guide software developers: (1) educational software must be sensitive to individual differences; (2) programs must motivate students; (3) software must reflect real world problems; and (4) software should receive careful empirical evaluation. (JMK)
Descriptors: Computer Programs, Elementary Secondary Education, Evaluation Criteria, Individual Differences
Peer reviewedJoyce, Bruce R. – Theory into Practice, 1980
Four models of teaching methods are presented: social interaction, information processing, affective instruction, and behavior modification. The need for adapting these models to individual students is explored. (JD)
Descriptors: Behavior Modification, Cognitive Style, Individual Development, Individual Differences
Peer reviewedFantini, Mario D. – Theory into Practice, 1980
There is a current trend toward matching the style of teaching with the cognitive style of the individual student. (JD)
Descriptors: Cognitive Style, Individual Differences, Individualized Instruction, Learning Processes
Peer reviewedCarrier, Carol – Theory into Practice, 1980
In an attempt to better organize supportive environments for teachers, teacher educators are examining specific environments which best influence teachers. Teacher behavior is produced as a result of the interactive effects of teacher characteristics, teacher educational environments, and the tasks in which teachers engage. (JN)
Descriptors: Classroom Techniques, Educational Environment, Evaluation Methods, Faculty Development
Peer reviewedBargar, Robert R.; Hoover, Randy L. – Theory into Practice, 1984
Carl Jung's theory of psychological type is explored and related to education in this article. A model of the interaction between teacher, student, subject matter, and instructional alternatives is examined and the educational implications are discussed. This theory is used to illustrate how psychological-type influences teaching and learning…
Descriptors: Adjustment (to Environment), Cognitive Style, Elementary Secondary Education, Individual Differences
Peer reviewedWang, Margaret C. – Theory into Practice, 1980
The use of alternative instructional strategies and resources to meet the learning needs of individual students incorporates the diagnosis of student learning progress, the teaching of self-management skills, organizational supports, and family involvement into an effective educational program. (JN)
Descriptors: Class Organization, Classroom Environment, Curriculum Development, Elementary Secondary Education
Peer reviewedMcNergney, Robert F. – Theory into Practice, 1980
Teacher educators are encouraged to respond to variations in the needs of individual teachers. To do this, educators need to devise preservice programs which involve development of teacher tasks for individual teachers. Teacher behaviors are observable indications of teachers' abilities to accomplish these tasks. (JN)
Descriptors: Decision Making, Evaluation Methods, Higher Education, Individual Differences
