Draws a parallel between the experience of learning to read and write in a first and a second language. Notes that the experience of learning through an approach that permits talking, reading, and writing freely is satisfying whereas the experience with a text-based approach to learning is much less satisfactory. (RS)

New technological aids such as interactive video, computer conferencing, and videotape can affect such aspects of teaching style as teacher independence and flexibility. A personal model for using technology involves recognizing one's teaching style, knowing the medium's characteristics, understanding the institutional context, and determining…

New research raises questions about the assumptions and effectiveness of traditional instruction in light of women's experiences. An alternative approach--feminist pedagogy--encompasses teacher-learner collaboration, cooperative communication styles, a holistic approach to learning, theory building, and action projects. (SK)

The Adult Classroom Environment Scale measures seven dimensions of teacher behaviors or style: involvement, affiliation, teacher support, task orientation, personal goal attainment, organization and clarity, and student influence. Comparison of profiles of students' actual and ideal environments showed that students most wanted involvement,…

Argues that cognitive style diagnosis gives a strong and rational basis to a personalized approach to education. Discusses the relationship between information processing and learning style. Describes the National Association of Secondary School Principals'"Learning Style Profile," which assesses students' perceptual responses, cognitive…

Recognizes Lawrence Kohlberg as the foremost contributor to moral education during the twentieth century. Analyzes the mentor-student relationship and discusses Kohlberg's mentor relationship with his students. (KO)

Reports an interpretive examination of four teachers' use of analogies to teach chemistry. Suggestions for how science teacher education can be informed by case studies of teaching in context, in this instance of analogy-inclusive teaching by four experienced chemistry teachers, are provided. (ZWH)

Tennessee secondary business teachers who serve as student organization advisors (n=60) had the following learning style preferences: organization, detail, people, and direct experience; and they had the following teaching style preferences: organization, authority, people, and direct experience. There was significant disparity between learning…

The five-phase students-as-teachers model has advantages (increased empathy for student teachers, recognition of effective techniques, careful listening and attentiveness) and disadvantages (uneven preparation of material, the delicate role of the instructor). (SK)

Ohio cooperative extension agents who completed the Principles of Adult Learning Scale had low levels of knowledge of adult education principles and practices; a slightly positive attitude toward being adult educators; a more teacher-centered teaching style; a major in technical subjects, not education; and more experience teaching youth rather…

Argues that humanistic approaches to group instruction make group leaders act as endlessly supportive facilitators and ignores unconscious motives and responses. Awareness of the unconscious and the depths, complexities, and ambiguities of group work can challenge and encourage students to take responsibility for their own learning. (SK)

Although learning style is one factor that should be considered when planning teaching strategies, its impact may be overrated. Many studies have ignored the complexity of the learning process by attempting to show a cause-and-effect relationship between cognitive/learning styles and achievement. (Author)

Describes how teachers can bring enthusiasm, excitement, and energy to their teaching through skills from oratory and theater, involving the practice and use of visuals, vocals, and verbals. Notes ways to learn how to do so. (SR)

Eleven tutor counselors in the British Open University were interviewed to ascertain how they responded to the idea of using a facilitative teaching style in their tutorials. Analyses of their responses using a systems model revealed factors which offer a tentative explanation of why some tutor counselors were more amenable to changing their…

Developmental models provide a useful theoretical foundation for conceptualizing the cognitive development of counseling students. When these models are used, a rationale emerges for teaching styles and course sequencing in counselor education programs. (Author)