High school classes were assigned to five types using J.L. Holland's typology, and the climates assessed using the Classroom Environment Scale. Holland's classification was generally supported, although some unexpected findings are discussed. Holland's hexagonal model of the similarity between types received only weak support. (Author/GDC)

Suggests using the professional personalities of film and television "stars" as models for emulation by beginning teachers. (RK)

Upon completion of a study skills course 73 students responded to a 33 item questionnaire derived from the Study Skills Test in terms of the frequency of study problems experienced in specific courses where the style of the instructor most interfered with learning, or helped in learning the course content. (Author)

Discusses the contributions, including research interests and instructional approaches, that James Douglas has made in the chemical engineering department at the University of Massachusetts. (MLH)

Discusses study of instructional approach and pupil characteristics interacting to affect student achievement. Results point to potentially negative consequences of placing students in a learning environment incongruent with key personal characteristics. (JM)

The teacher as reflective practitioner of rhetoric of teacher education reform is balanced against the realities of promoting teacher reflection. Crucial conditions to promote reflection are identified. (Author/MT)

This paper evaluates Hatton's critique of Grant and Sleeter's (1985) view of teacher work. Teachers have power, it is argued, and choose how willing they are to respond to students of particular racial and social backgrounds. (MT)

Seniors in two basic English classes learn to write vivid prose by recording conversations before concentrating on the conventions of writing. After the writers express themselves, they begin to see the value of the rules of writing. (MLF)

Describes the exuberance with which one teacher approached her first years in the profession. Claims that, after 14 years of teaching, she still has both the desire to open young minds to new ideas and a love of literature. Claims that many curricula today do not devote enough time to literature. (JD)

Describes the classroom experiences, observations, and successes of one writer when he went back to teaching. (JD)

Research done on teacher educators in the last two decades is summarized. Discussed are the background, education, personality traits, professional abilities, and teaching styles of teacher educators. Areas of needed research are identified. (MT)

This sociolinguistic analysis of Secretary of Education, William Bennett's teaching uses five tools: setting, question sequencing, topic, response, and evaluation analysis. Recitation teaching and responsive teaching are discussed. (Author/MT)

Illustrates how the author's experiences as a child, parent, teacher, storyteller, and woman have influenced both her understanding of the reading process and the way she teaches reading and writing. Claims that each role provides her with different information and a unique perspective. (JD)

Examines the relationship between mothers' intervention techniques in both teaching and disciplining and children's school-related abilities. Mothers' techniques were assessed when their children were age 4, and children's academic abilities were measured at ages 4, 5, 6, and 12. Among other results, direct control tactics were negatively…