The author suggests that teachers can learn much about teaching styles by watching television. She looks at the quiz show host, the talk show host, and the superstar; drawing from their performance techniques methods that teachers can apply in, respectively, recitation exercises, class discussions, and generating classroom enthusiasm. (SJL)

This essay identifies several things teachers can learn from students or from the sheer act of teaching: about their own personalities; about ways to improve their teaching; and about subject matter, through simplifying and organizing it for presentation, through student questions, and through the natural flow of ideas. (Author/SJL)

An experimental and control group pretest-posttest design was used to determine effects on subjects' focus during playback of a self-evaluation model for use by student teachers in conjunction with split-screen videotape feedback. Results indicated that both groups' focus reactions changed significantly from the pretest to the posttest. (Author/JD)

Attitudes of undergraduate elementary education majors were examined to determine the relationship between dogmatism and teacher preference for certain teaching styles. Findings indicated the more dogmatic groups of future teachers had greater attitudinal preferences for the orderly, dependent, exhibitionistic, and dominant teaching styles. (DS)

Delineates various aspects of the role of the teacher in early childhood education: caretaker, support agent, facilitator, instructor, educational collaborator, evaluator, experimenter, disseminator, and curriculum creator. (CM)

The interaction between one teacher and two severely subnormal children was observed. The teacher was sensitive to differences between the children and varied certain aspects of her teaching. However, these variations appeared to be a function of relatively static models of the children, not modified to particular tasks. (Author/SJL)

Describes an approach to evaluating open classrooms based on the premise that the evaluation instrument used should be sensitive to the educational goals of the teacher. (SB)

Two extreme, mutually exclusive logic patterns are considered--"creative" and "constructive." It is proposed that most individuals display intermediate traits of the two modes, and that an understanding of these qualities can further the concept that individuals learn differently and have different instructional needs. (RW)

Presents three articles that explore the concept of learning styles and its application in business communication: (1) "Learning Styles and Teaching Styles: Who Should Adapt to Whom?" (Thomas C. Thompson); (2) "The Effect of Interactive Multimedia on Learning Styles" (Stevina U. Evuleocha); and (3) "Applying Kolb Learning…

Interviews with 53 part-time adult students in Hong Kong showed no consensus on what constitutes good teaching. Their perceptions of teaching were framed by conceptions of learning on a continuum from reproduction to self-determination. Position on this continuum was correlated with preference for didactic or facilitative teaching. (Contains 22…

Examines the performance of two groups of students in traditionally-taught second semester calculus: students who took reform first semester calculus and students who took traditionally-taught first semester calculus. Identifies and explores the issues that reform students faced as they transitioned into traditionally-taught second semester…

Discusses conflicts between traditional versus innovative instructors and the need to focus on the learning activities that tutor and student engage in, based on experiences at Staffordshire University (United Kingdom). Suggests that staff developer and tutor need to work together to maintain the authenticity of learning activities. (Author/LRW)

Collaborative teaching, wherein teachers trade classes for a determined period of time, is discussed and the benefits to gifted children explored. Trading classrooms allows teachers to share insights and fosters enthusiasm and teacher confidence. Benefits to gifted students include exposure to a variety of teaching styles and content. Successful…

Explores the topics of power and authority, teaching style and method, intention, and the personhood of participants. Concludes that, if power is misused or the teaching-learning relationship is inauthentic, then teaching can symbolically violate the autonomy of the individual. (SK)