Described is the change in teaching style--from open and unstructured to rigid and traditional--undergone by a teacher who found his students did not like or understand freedom in the classroom. (KC)

Instructional situations for adults should not be patterned after those for children. Adult learners should be fully involved in the decision-making processes that affect the teaching-learning situation. (JOW)

The field dependent and independent dimensions of cognitive style focus on the individual's ability to perceive and manipulate a figure with or without a background. Research suggests that field dependence or independence does not significantly interact with expository or discovery teaching styles to heighten achievement. (Author/CMJ)

A variety of teacher behaviors derived from a controlled teaching task is reported. A Brunswickian "lens model" was used to organize the relationships of behavior dimensions to some teacher attitude and personality measures. Teacher attitudes showed stronger relationships to behavior than personality measures. (Author/GK)

This study investigated the influence of teacher characteristics, attitude, and knowledge on their classroom behaviors. Data were collected on 30 secondary teachers while all were instructing a physical activity. Results indicated that teacher attitudes, combined with selected characteristics, were significantly associated with teacher behavior.…

Using an ethnographic approach, this article describes the factors influencing the curriculum planning of a fifth grade teacher. (Author/MP)

Cognitive interactions of science lessons can vary along many different dimensions. Although teaching practices in secondary science classes generally progress from knowledge of facts and principles to applications and problem solving, the trend is reversed in grade 12. Less practical application is evident in early secondary grades. (SB)

As with previous educational fads, each promoted as the answer to all educational ills, brain-theory principles have been used by effective teachers long before the "discovery" of "brain-compatible" teaching methods. (Author/SJL)

Examines the relationship between general pedagogical styles, perceptions of classroom situations, and utilization of various teaching techniques. Various teaching styles are defined, discussed, and evaluated. Concludes that the development of alternative mixes of teaching styles should enchance teaching effectiveness. (Author/DB)

The author makes a conceptual distinction between "teaching strategies" and "teaching methods" and questions the designation of discovery learning as a teaching strategy. (SJL)

Gathers baseline data on the relationship between personal values of educators and their professed teaching style, using a sample of 162 undergraduate education majors. Based upon the results of the Teaching Style Q-Sort, a statistical analysis was performed upon each of the 36 human values ranked by the subjects. (Author)

Eight teachers who consistently and successfully implement individualized, personalized learning in their classrooms were interviewed for the study summarized in this article. (Author/MLF)

Argues that first-grade teachers strongly influence the future successes of their students. (MP)

Descriptions of Juilliard's reputation, student selection process, staff, and study program illustrate the pressures experienced by the student. The school emphasizes the traditional, nineteenth century role of the musician, which is thought to promote an aloof and remote sensibility of people to art. (LBH)

A challenge facing school staffs is the development of school-based curriculum. Some guidelines and incentives for increasing staff participation in curriculum development are presented. Available from: Australian College of Education, 916 Swanston Street, Carlton, Victoria 3053, Australia, $2.50 single copy. (Author/MLF)