The difference between phrogfessors and teachers is that phrogfessors train tadpoles in the way of the swamp (i.e., create likenesses of themselves) while teachers produce people and thereby help to drain the swamp. Phrogfessors take responsibility for what their students learn. They believe that if a student does badly, it is the phrogfessor's…

Drawing from a literature review of books, periodicals, and documents published since 1971, this paper provides the necessary background for a business/industrial trainer to reach trainees more effectively by identifying students' learning styles and matching styles with appropriate strategies for teaching/learning. Part A provides a summary of…

The purpose of this paper is to promote a problematic based upon the hypothesis of match and mismatch between teaching strategies and learning styles. Evidence is examined that supports the proposition that match and mismatch may be vital factors in evaluating teaching effectiveness. Classical experiments are extraneous to the debate because the…

Indicating that the essence of social psychology is social influence, this inaugural lecture discusses social psychological dimensions of education. Particular attention is given to the topics of teaching styles and the impact of the student's personality and social learning outcomes on school achievement. It is pointed out that recent research on…

A study investigated the relationship between teaching style and group conflict within the small instructional group. The conjecture was that the transactional teaching style is associated with more positive resolutions to group conflict than either the nomothetic or idiographic style. Research was conducted on 10 instructional groups within the…

The Junior High Management Improvement Study involved two urban school districts in two southwestern cities during the 1981-82 school year. In this field experiment on classroom management, experimental group teachers (n=18) and control group teachers (n=20) in four content areas received a manual and attended two workshops at the beginning of the…

suggests a preliminary model for evaluating teaching procedures, involving cost effectiveness, teaching formats, and significant variables in teaching. Included is a summary of suggested patterns for physics teachings. (CC)

Achievement tests were administered to physics students who had been instructed in one of three teaching styles: open-ended, intermediate, and expository. The results of a statistical analysis lead to the general conclusion that the unrestricted advocacy of an open-ended style of teaching physics is not justified. (Author/MLH)

A study was conducted to determine whether reading specialists' diagnoses lead directly to remedial recommendations. Eight experienced reading specialists were observed during 24 sessions as they performed a series of tasks using three simulated cases of reading difficulty, two of which were thinly disguised versions of the same reading problem.…

Two competing paradigms seem to characterize all models of teaching behavior. The first may be labeled as behavior-analytic, detail specific, and structured in that the learner proceeds through prescribed steps toward each goal. The other may be described as inquiry-oriented and learner-centered in that the learner has greater choice of the means…

This study investigated the effect of various dimensions of classroom structure on children's reading skills. Two classrooms each from grades one to three were selected by district administrators as outstanding examples of different types of classroom structure. A sample of 16 children was drawn from each class. Each classroom was observed on the…

The author believes that when competent teachers are made aware of the individual differences that exist between children, they can, and will, individualize their approach to children. The intent of this book is to aid teachers in developing diagnostic-teaching skills in the service of this belief. Diagnostic teaching is seen as harmonizing the…

Teacher involvement in the development of instructional materials for Trainable Mentally Retarded (TMR) children and the criteria to be considered in developing these materials are discussed. Among the topics presented are (1) the TMR teacher's awareness of pupil needs, (2) the applicability of materials to teaching style and learning style, (3)…

This paper examines the process by which teachers adapt their teaching behavior to their students, including (1) how adaptation is manifested spontaneously through implicit matching of students and teaching styles, (2) how implicit matching can be analyzed, (3) how models for matching teachers' approaches to different students can be described,…