Story of what happened to a child when her creative ability was stiffled. (RB)

Discusses a need for teachers to refocus their attention on such fundamentals of teaching as motivation, maintaining student attention, promoting mental activity, clarifying material, developing significance and repetition. (RB)

Research attempts to determine which variables in schools and classrooms promote effective learning experiences for children. (JF)

Describes the emotional background of black history classrooms and the proper perspective a teacher must maintain in order to teach the subject effectively. (AN)

Higher education suffers from a conflict between the points of view of the old and the young. (CK)

The author presents a model of a "research-oriented teacher" and contrasts his model with the "scientific" teacher as described by David Wheeler in an earlier issue of Mathematics Teaching. (CT)

An attempt to discover relationships between school size and teaching styles as reported by faculty members. Some differences were revealed, but differences explainable by school size were slight. (Author/RA)

Compares the verbal and nonverbal teaching strategies used by children and adults in two laboratory classification tasks. Results support the hypothesis that children would use more nonverbal instruction than adults and would instruct through references to specific instances rather than by providing general information relating items to each…

Defines and discusses cognitive style mapping and relates it to the aims of instructors and the needs of students, with emphasis on the implications of cognitive style for instructional design. An 11-item reference list is included. (JL)

Presents an interview with Dr. Richard A. Schermerhorn in which he discusses his teaching experiences from 1932-72 and his views on teaching college sociology. Schermerhorn also describes the interrelated changes in society, academia, and sociology and his innovative teaching methods. (AM)

A form of simulation, "Reflective Teaching," is a carefully structured form of peer teaching that requires a group of interested teachers willing to teach in the presence of each other. (Author/MLF)