Author describes a variety of innovative teaching methods designed to prompt students to learn and appreciate music. (RK)

More candid - and caustic - comments about the open-plan school and its effects on teachers, pupils and parents. (Author)

Rather than change the education system to make it more humanistic, authors advocate altering teachers' philosophies. (AF)

Describes a physics teaching approach used in England characterized by involving students with most of the work and utilizing teachers' time for conferences with each student about twice a week. Individual's progress was evaluated during conferences and joint sessions. (PS)

Author proposes educational guidelines that will allow teachers to introduce new and progressive ideas while avoiding the protests of traditionalists. (RK)

An essay on the value of contention, arguing that the object of English classes should not be to classify things and ideas but to advance, possibly through an adversary approach, the differences in opinion, reaction, and value that too often lie buried in literary issues. (Author/JB)

This study was designed to assess the influence of an elaborative versus nonelaborative teaching style on children's nursery school behavior. (Authors)

Results previously appearing to be non-replicable turned out to be replicated when analyzed separately for male and female instructors. (Author/DG)

Young teaching candidates are prepared in a subject field but totally uncommitted to basic teaching because so little attention is given to providing adequate teacher education. (IR)

Discusses a study of the characteristics and behaviors of exceptionally effective urban community college teachers which used in-depth interviews with 28 college faculty identified as exemplary teachers. Shows that respondents shared many common teaching characteristics and instructional practices, but few common personal characteristics. (AYC)

This study builds on previously established attribution-affect linkages in an effort to better understand teachers' evaluative reactions to student success and failure. As predicted, the affective reactions of teachers indicate that they are more willing to accept personal responsibility for certain kinds of student outcomes than others. (Author)

Compared classroom management techniques of 158 classroom teachers and 32 learning disability resource teachers. Results showed significant differences in overall approach to classroom management, with classroom teachers displaying a more sensitizing (punitive) approach. Classroom teachers pursuing graduate training in learning disabilities…