The author contends that commitment to values in education has been usurped by practical value-clarification exercises and programs in affective education and suggests that educators need to be more aware of meaning, values, and criticism from educational philosophers. (JD)

Research on cognitive styles, particularly field dependence/ independence has implications for understanding how students learn; how teachers teach; how teachers and students interact, and how students make educational and vocational choices and perform in the areas of their choice. (Author/MV)

Learning style preferences were identified for 1,264 10th and 11th graders in a vocational school, of whom 164 had learning disabilities, 45 mental retardation, and 32 socioemotional disturbances. The information is useful for matching instructional style to the best learning mode of students with disabilities. (SK)

Discusses faculty adoption of technology based on experiences in a faculty training project that was developed to help them integrate technology into their teaching. Considers the appropriateness of the technology; faculty involvement; faculty attitudes; support for faculty; lack of confidence; changes in instructional style; and faculty needs…

This article explores different teaching styles, including instructional managers (who focus on orchestrating sets of activities for groups and individuals), caring persons (who are more deeply concerned about how the work of the classroom contributes to the students' growth as individuals), or generous experts (who act as mentors). (Contains 1…

Examines how four teachers respond to their students' creative writing. Describes how they shape their comments. Analyzes what those comments suggest about their teaching styles and classroom goals. (TB)

Outlines the author's process of teaching Amy Tan's "The Joy Luck Club" not in the order it was written. Incorporates PowerPoint presentations, and has students lead discussions. Concludes her method enables students to create beyond guidelines. (PM)

Describes how the teachers in the Bitterroot Network--encompassing Idaho, eastern Washington, and eastern Oregon--have overcome difficulties in communication and cooperation across great distances and have used the Foxfire core practices to integrate fragmented teaching theories and methods into an effective "whole" teaching style. (SV)

J. W. Carmichael, Jr., the Council for Advancement and Support of Education's 1990 National Professor of the Year, is profiled. Carmichael is a professor of general chemistry at Xavier University of Louisiana whose unorthodox style, curriculum development, and role as a mentor for premedical students have earned respect among students and the…

An instrument, "The Teacher Student Interaction Analysis," was developed to supply direct observation data on the number and kinds of teacher/student interactions and display data visually. The paper describes the instrument, summarizes field testing procedures and outcomes, and illustrates analysis outcomes. (Author/DB)

Describe a program which encourages content area teachers to change their instructional styles during classroom discussions of textbook readings. Presents an associated five-stage model for linking teacher assessment procedures with professional growth. Notes that at each stage the model highlights what teachers experience and understand about…

It is possible to develop an intermediate cultural system much like the interlanguage developed at the intermediate stage by a language learner. Techniques used by one teacher of French are described and discussed. (MSE)

Discusses personal power in young children. Focuses on the balance of power in the classroom, the relation of power to pedagogy, and the nursery school as an enabling environment. Describes a self-enhancement program. (RJC)

Tells a story about a five-year-old boy and discovers through the telling how to be a better teacher. (MG)

Investigates teachers' use of humor in relationship to immediacy and affective learning outcomes. Reports that (1) amount and type of humor influenced learning; (2) students were particularly aware of tendentious humor; (3) an overdependence on tendentious humor diminished affect; (4) male and female students perceive humor differently; and (5)…