Teachers are encouraged to adapt their instructional programs to learners' cognitive styles, whether global or analytic. (GW)

Extracts from the research findings on pupil gain in English, and on the effect of the eleven-plus are discussed. (Editor/RK)

This study reported how four science teachers used action research to promote their students' motivation in learning physical science. Four teachers with one of their 8th grade physical science classes participated in the study. A combination of qualitative and quantitative research design were used in the study, and data collection included…

Mediated learning utilizes multimedia-based instructional modules to provide students with individualized access to information in alignment with their individual learning styles (Kinser, Morris, & Hewitt). In contrast with traditional pedagogy, the mission of the instructor in a mediated learning environment is to facilitate learning rather than…

During the last decade, U.S. K-12 schools have approximately tripled their spending on increasingly powerful computers, expanded network access, and novel computer applications. The number of questions being asked by educators, policymakers, and the general public about the extent to which these technologies are being used in classrooms, for what…

A study utilized data from four successive school years to explore the stability and correlates of teacher effects in reading. A "value-added" model was used to isolate the effect of the teacher from child demographic variables such as race, poverty, gender, family composition, and special learning needs. Teacher effects in second grade…

Discrepant questioning is a teaching technique that can help students "unlearn" misconceptions and process science ideas for deep understanding. Discrepant questioning is a technique in which teachers question students in a way that requires them to examine their ideas or models, without giving information prematurely to the student or passing…

The Ross Educational Philosophical Inventory (REPI) is used to correlate students' general educational philosophy with their potential teacher attitudes, performance, and approach. (Author/NJ)

Suggests that teaching is a variation on the art of acting, a more demanding form of acting. (TO)

Purpose of this study was to test the efficacy of the change-agent concept in the public school setting of Walla Walla, Washington. (Authors/CB)

Comparison of low and middle socioeconomic-status mothers shows distinct differences in teaching styles, and indicates why low income children often have difficulty adapting to the middle income school system. (Author/SP)

Three groups of children who had completed the first grade and were in a summer language improvement program were studied with regard to gain in reading achievement differences in teaching style and the effects of race of the teacher. (NH)

Instruction in the humanities has reached a cultural impasse. The problem lies in finding a way to center the lore of a culture in any given curriculum. (CK)

Discusses techniques for the observation, coding, and analysis of classroom behaviors. Identifies three major approaches as belonging respectively to (1) the behaviorist, (2) social-emotional, and (3) cognitive activity categories. The science teacher is encouraged to look at his own teaching behaviors as data for empirical study. (LC)

The approach to the organisation of learning resources that has been outlined in this article offers the possibility of a more embracing concept of educational technology, combining both the task and the human relations orientations associated with the competing educational technologies current today. (Author)