According to this book, learning styles are cognitive, affective, and physiological behaviors that serve as indicators of how learners perceive, interact with, and respond to the learning environment. This volume describes the work currently underway in student learning style. It reports on the research base as well as the experience of secondary…

An evaluation procedure, Cognitive Congruence Procedure (CCP), is described which systematically looks at the cognitive dimension of instruction and provides information on: (1) Congruence of intent and practice, (2) Emphasis given to each kind of thinking operation, (3) The degree to which a program has been implemented, (4) Judging equivalence…

The research described in this document investigated the feasibility of matching teachers with their preferred style of teaching. Ninety teachers working with sixth-grade students were randomly assigned to either a highly structured or a low-structured curriculum. Teaching effectiveness (judged by student achievement) was compared in three…

This is a speculative but systematic study that focuses on teaching not as a science but as an art, the term "science" being reserved for such disciplines as psychology. In this paper, teaching is examined as an aesthetically structured as well as technically delineated symbol of human communication and interaction. It is stated that, in using…

Learners enter a learning situation with a preconceived notion of what teaching style is best for them. For those learners perceiving congruency between their preferred style and the teaching style actually received, achievement was greater than for those perceiving incongruency. (Author)

Most teachers can respond to differences in student learning styles. Eighteen elements of learning style, categorized as environmental, emotional, sociological, and physical are described. (Author/MLF)

Administrators seeking effective teacher evaluation should be cautious about using extensive evaluative formats without first examining whether they encourage two-way communication between the administrator and the teacher. (Author/MLF)

Problems in evaluating childrens' progress when the children have been taught under progressive, informal educational methods are pointed out. (DT)

The findings from a two-year longitudinal study of the development of teaching perspectives by four beginning teachers are reviewed. Individual responses of these teachers to the environment in which they worked and the extent to which these teachers abandoned or maintained perspectives they began with are examined. (Author/DF)

Analysis of the classroom environments of 40 Israeli high schools revealed two distinct types--challenging and supportive. The attributes and shortcomings of each type of school are compared. (Author/MT)

The article addresses the question of whether or not Socrates was a Socratic teacher by exploring three issues from Plato's "Theaetetus": Socrates' assertion that he is an intellectual "midwife"; the problems in associating Socrates' love of conversation with teaching; and the question of whether or not Socrates' practices…

The author elaborates on informal learning in discussing staff development for volunteers. He suggests that ways be found to integrate classroom and on-the-job learning; that staff developers help people learn more effectively; and that learning be supported through job selection, organizational support, and a system of learning relationships and…

Presents a question-and-answer dialogue in which the author thinks about the queries he received or wished that he had received during the past year. (JD)

In order to understand the factors that have a significant impact on beginning teachers' professional development, a two-phase study was made. Phase I examined experiences during student teaching, while Phase II looked at the first semester of inservice teaching of three subjects. Results of Phase II are discussed. (MT)

Relates a question-and-answer interview with British educator John Dixon that addressed such issues as Dixon's motivations for his book "Growth through English," his personal growth model of English instruction, his idea of a learning community, and his view of the school system in America. (JD)