College professors achieve the best academic results by matching their teaching methods with those learning styles most prominent in a particular class, or ideally, placing every student into a learning situation that best fits his most effective learning style. (JD)

Sixty-two teacher educators and 388 student teachers were surveyed to determine their perceptions about teaching methods which enhance creativity and creativity in teaching styles. Results suggest that enhancing creativity is considered important but is not frequently taught directly or by example. (KM)

Research related to pupil control ideology is reviewed and the effects of an inservice course dealing with child management techniques that was conducted with an elementary school staff are examined. Implications for further research and inservice courses are offered. (Author/DF)

Reviews literature on teacher modeling. Reports on a study which investigated the relationship between an instrumental music teacher's modeling skills in performance and students' performance behavior. Concludes that teachers with stronger modeling skills produce students who perform better. (RKM)

As teaching has come to be defined as a skill which embodies both science and art, research on it has also changed. This article discusses this theoretical development, assesses the extent to which different teaching processes and outcomes have been enhanced, and hypothesizes about future developments. (JL)

Emphasizes telling stories and relating personal experiences as effective teaching strategies. Declares that story telling captures students' interest, involves them mentally and emotionally, keeps their attention, and makes a significant point that will be remembered. (MM)

Advocates that the antiquated "current traditional paradigm" prevalent in the teaching of writing be conquered by the C-Team, a group of four fighters for justice whose mission is to defend the "new paradigm" against violations. (NKA)

There is a place for the discovery model in science education, but it should not be the exclusive instructional model. Reception and discovery learning should be used. In reception, scientific concepts are sequentially transmitted to the learner followed by clarification and reinforcement. Reception has not been supported by teacher training…

Analysis of teachers' questions, part of the ORACLE (Observation Research and Classroom Learning Evaluation) project research, is examined in detail. Scarth and Hammersley argue that the rules ORACLE uses for identifying different types of questions involve levels of ambiguity and inference that threaten reliability and validity of the study's…

Identifies the purpose and scope of the 1986 "Communication Quarterly" Educational Supplement. Notes that 14 of the 17 articles included are devoted to an analysis of the "Great Teachers in the Speech Communication Classroom." Indicates that the last three articles treat aspects of the role of research in communication education. (JD)

Notes the outstanding congruity between Wayne Brockriede's teaching methods and the theoretical principles advocated in his scholarship, and presents his (1) philosophical, argumentative, and critical methods; (2) personal and mentor relationships; and (3) connoisseurship and playfulness with ideas. (JD)

Examines three contrasting teaching styles in a middle-class junior high school. Performance expectations of the school culture often conflict with the developmental needs of early adolescents to integrate expressive, peer-oriented behavior into classroom activities. Teachers' responses to this tension determine their teaching styles. (Author/LHW)

Eight important teaching behaviors were modeled in vocational teacher education classes by faculty members. It was found that teacher competence can be positively influenced by role modeling and that attention to the eight behaviors makes teaching more effective. (CT)

Reviews history of educational patterns in relation to order in the classroom. Although the high schools of the 1940s were disciplined and ordered, this did not result in educational excellence. (MD)