For effective teaching, the author asserts, student self-direction must be matched to an appropriate degree of teacher direction and both adjusted for group dynamics of the classroom. Accounting for these three levels of activity, a schematic analysis is drawn of the total teaching situation, and strategies are suggested that adapt teaching style…

Patricia Renick came to sculpture and college teaching after working as an art teacher. She discusses her career history, large-scale sculptures, and teaching philosophy. (IS)

The complexities of defining successful schooling, along with other elusive factors such as teaching styles, pose problems for teacher evaluation. Teaching requires more than the ability to perform skills according to a preset formula; it involves making decisions which combine judgment with performance of skills. (PP)

A behavioral analysis of parental teaching style was performed to determine what variables in mothers' interaction patterns facilitated the greatest learning in their preschool handicapped children (n=11). Analyses indicated that the changes in parents followed the changes in their children, rather than the reverse. (Author/PN)

Suggests a procedure for vocational counselors to gather information about necessary entry-level skills and individual teaching styles in vocational programs. Discusses applications to vocational guidance with special needs students. (RC)

Two authors discuss the allocation of classroom instructional and noninstructional time and suggest ways that an elementary teacher can increase students' engaged time and his/her own productivity as a teacher. (Author/SJL)

Research on teaching has begun to yield important distinctions between the teaching performances of more effective and less effective teachers. More effective teachers are shown to use a wide variety of teaching behaviors at appropriate times. Teaching behaviors comprising Direct Instruction are most effective for keeping students on task. (JN)

Describes the procedure by which content area teachers are trained to implement the use of study guides in their classrooms. (AEA)

Findings of a series of studies of teachers and novice instructional designers indicate that prescriptive models of how instructional design should proceed frequently do not match the reality of practice. Appropriate changes in instructional design procedures are suggested. A bibliography of 26 items is included. (CHC)

The author claims that before systematic and deliberate learning can take place there must be a systematic theory of instruction. (KC)

Describes the science learning environments of 14-year-old students in 14 different countries. Presents between-country and within-country correlations between learning environment dimensions (exploratory and authoritarian) and science achievement and analyzes the results and implications. (GS)

Classroom research linking teaching behavior and classroom management to student learning, especially in the area of basic skills, is reviewed. (JMF)

In-fashion versus out-of-fashion and concealing versus exposing were clothing dimensions most salient to differentiating teaching style groups. Social interaction types rated themselves more out-of-fashion, demanding fewer external symbols of personal characteristics such as fashionable clothing. (Author/BEF)