Discusses the difficulties observed in the transition from teaching arithmetic to teaching algebra. Future teachers (n=164) were questioned regarding to what extent they were able to shift back and forth between teaching methods within the context of problem solving. Interviews were conducted individually and in a dyad format. (AIM)

Describes the validation of a taxonomy designed to classify teacher verbal strategies to foster interaction through the Hawaii Interactive Television System operated for distance education at the University of Hawaii. Highlights include Kappa Coefficients; Z-scores; and recommendations for future use. (Author/LRW)

Describes one American Literature class' experiences upon studying the writings of Henry David Thoreau. Emphasizes the importance of student "carryover" of skills and information previously learned. (RS)

The third in a five-part series describing a teacher's efforts to become a reflective teacher (measuring approach against student progress) discusses teaching styles and how they form an important connection with students. To shape an effective teaching style, teachers must focus on the students and their unique needs. (SM)

Describes limitations in the understanding of cognitive styles and the constraints these limitations place on the use of cognitive styles in early childhood education. Topics include historical problems of definitions, issues of early childhood education, and guidelines for educational applications and for research. (RJC)

Discusses the relation of individual differences to cognitive styles in the early childhood education classroom. Topics include the use of knowledge of cognitive styles in classrooms and in matching teachers to children. (RJC)

Considers research trends concerning cognitive styles in relation to various classroom factors. Explores relations between the field dependence-independence cognitive style dimension and instructional approaches and materials, classroom organizations, and teacher-student match and mismatch effects. (RJC)

The Council for Advancement and Support of Education's Teacher of the Year John Roth teaches students that conclusions shouldn't come easily, encouraging them to question everything they hear, read, or assume, including what he says. (MSE)

Observational ratings of 112 preschool student teachers on 9 teaching behaviors were factor analyzed to yield 4 underlying latent variables: facilitating, interpersonal, interactive, and flexible behaviors. The latent variables were positively correlated with each other. A path diagram illustrates the relationships among teaching behaviors and…

Reminisces about a teacher's roles as a camp counselor and a secondary school teacher, and the formalities and customs that separate and connect the two. Wrestles with the question of how much of the informal camp counselor he needs to let go while in the school environment. (TB)

Describes the concept of "molding," which refers to the rigorous process teachers go through at the beginning of every year to make their students conform to their style of teaching. Calls for preservice teacher training in "molding" and also asks that schools consider giving teachers the same class for more than one year. (TB)

A new model reading lesson is presented for adult English-as-a-Second-Language (ESL) students. Teachers are encouraged to give their students real books to read rather than texts prepared especially for ESL students. The approach involves the teacher as a resource and advocates students learning to evaluate their own understanding by discussing…

Observation of 20 teachers from mainstreamed preschool programs found that teachers engaged in many roles (including instructor, monitor, coplayer, entertainer, observer, behavior manager, materials manager, caregiver, and unavailable) and switched roles frequently. A model is proposed for assessing teachers' roles when planning how to embed…

Considers how personality type theory might help account for the behaviors of writing center tutors. Highlights how personality preferences influence tutoring styles. Argues that including a study of personality type theory in tutor training can help tutors become aware of their preferred tutoring styles and the effects of those styles on the…

This article explores the role of personal attributes and characteristics in the development of effective teachers, and examines which attributes contribute to teacher effectiveness as measured by student gains, which attributes contribute specifically to the teaching style of an effective special education teacher, and whether these attributes…