A study of the relationship between teacher knowledge and teaching style was made in an eastern metropolitan area, with 53 first-year intern teachers in secondary schools whose answers in the Common Examination of the National Teacher Examination were available for analysis. Each teacher was visited in the classroom on four occasions by two…

The Teacher Characteristics Project, one of the five undertaken as part of the design of an individualized instructional system for Dade County Schools, was set up to study the role of the teacher in the new system. A survey of literature, research, and projected strategies pointed up these trends and generalizations: (1) a shift in emphasis from…

This study assesses the influence of an elaborative vs. non-elaborative teaching style on children's nursery school behavior. (Elaborative teachers elicit more comments from the child, and offer more options for solving problems than non-elaborative teachers). Subjects, 24 white children of welfare mothers, were assigned to an elaborative…

The objective of this study was to assess changes in verbalized cognitive inquiry behaviors of teachers and students who participated in the McREL Instruction Staff Development Program in Inquiry. Twenty-four participating secondary teachers were videotaped before and after instruction. Teacher and student verbalized inquiry behaviors were coded…

In this study, the two modes were operationally distinguished by the degree of teacher control over the conduct of pupil investigations. In the unstructured mode the teacher identified the area of investigation and supplied appropriate apparatus. The structured mode was identifiable with the teaching strategy typical of a curriculum such as…

The objectives of this study are twofold: a) measuring students' expressive engagement levels while increasing the teachers' use of two teaching strategies, Personalizing the Task (PT) and Recognizing Individual Achievement (RIA); and b) testing the use of observation, feedback, and training as a practical model for changing teacher behavior.…

Two experiments were conducted to compare the effects of two different experimentally induced orientations toward lesson objectives on teachers' instructional behaviors and the consequent achievement of their pupils. In each experiment, 36 student teachers were randomly assigned to one of two treatments. Each treatment required the teachers to…

A partial transcript of a radio interview with Eda LeShan concerning her perceptions of the current state of children's education and how it might be improved. (BRT)

Summarizes the findings from a recent research study of the processes and products of science teaching in English schools. The study identified three main styles of science teaching; these are discussed in terms of their effectiveness and in relation to the implementation of modern school science curricula. (Author/GA)

In order to teach well, student teachers must learn to put theories and philosophies of education into practice, rather than learning to "go through the motions" of teaching. This is especially true in the Caribbean, where few student teachers understand the dynamics of learning or their own role in the learning process. (WI)

Four descriptions of a hypothetical professor were randomly distributed to 320 randomly selected introductory psychology students. Students indicated expected degree of satisfaction with hypothetical professor, responded to a dogmatism scale, and completed a structure or interpersonal directiveness subscale to show profile of professors with whom…

In addition to countering the arguments of Gray and Satterly in their article, "A Chapter of Errors", this research presents an overview of the latest research, all of which provides supporting evidence for the results and issues raised in "Teaching Styles and Pupil Progress". (Author/RK)

Recommends that teachers be more empathetic with their students, treating them as they would wish to be treated themselves. Compares classroom teaching with teacher education classes. (NKA)

This article offers four models of what may be going wrong in the transmission of thinking skills from textbooks and teachers to students. Sources of the problem are identified and possible solutions, alternatives, and strategies of "teaching for thinking" are described. (JL)