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Peer reviewedCampbell, Dale E.; Bielewicz, Roy – Strategies, 1994
Offers strategies to help cooperating and supervising teachers give preservice physical education teachers the fullest student teaching experiences. Essentials include videotaping, lesson and unit plans, management journals, reviews of current trends, mock interviews, different teaching styles, and cocurricular experiences. A checklist of…
Descriptors: Cooperating Teachers, Elementary Secondary Education, Higher Education, Physical Education Teachers
Peer reviewedHilligoss, Tonya – Teaching Sociology, 1992
Presents a study that integrates a personalized teaching style with classroom opportunities for group interaction to encourage student participation. Compares a traditionally taught sociology class to one designed to enhance participants' views of themselves as students. Concludes from the research that students can be helped to redefine their…
Descriptors: Classroom Environment, Classroom Research, Group Dynamics, Higher Education
Peer reviewedBrigham, Frederick J.; And Others – Learning Disabilities Research and Practice, 1992
Sixteen students with learning disabilities in junior high special education classrooms were given instruction in science, with levels of teacher enthusiasm manipulated. Results suggest that more enthusiastic presentations resulted in significantly higher academic achievement and lower levels of off-task behavior. (Author/JDD)
Descriptors: Academic Achievement, Junior High Schools, Learning Disabilities, Performance Factors
Peer reviewedNorris, Cynthia J. – Theory into Practice, 1991
Explores the nature of human thought and resulting personality patterns, examining the impact of supervisory behavior on teacher development. Supervisors operate from any of four cognitive styles (facts, form, futures, or feelings). They must understand their own cognitive style and enhance their capacity for holistic thinking while encouraging…
Descriptors: Cognitive Style, Collegiality, Elementary Secondary Education, Faculty Development
Peer reviewedSterling, Shirley – Canadian Journal of Native Education, 1992
Stories handed down about the author's two Salish great grandmothers illustrate two different styles of child-adult interaction (authoritarian versus egalitarian) and their effects on the learning process. These child-rearing/teaching styles are compared to monitorial and humanistic methods of classroom management. Implications for Native…
Descriptors: American Indian Culture, American Indian Education, Canada Natives, Child Rearing
Peer reviewedPiland, William E.; And Others – Community/Junior College Quarterly of Research and Practice, 1990
Describes a study of the learning style preferences of 88 honors program students in 3 southern California community colleges. These preferences were compared to national norms for student learning style preferences, and to the teaching strategies used by 9 honors course instructors. (PAA)
Descriptors: Academically Gifted, Cognitive Style, College Faculty, Community Colleges
Peer reviewedWarren, Karen – Journal of Experiential Education, 1993
Uses the metaphor of the experiential educator as midwife to illustrate the importance of creating a safe and nurturing educational environment. To accomplish this, teachers must manage logistics, guard the initial learning environment, serve as nurturer, establish relationships, acknowledge commonalities and differences, remain a learner, create…
Descriptors: Educational Environment, Elementary Secondary Education, Experiential Learning, Learning Experience
Peer reviewedPearson, Patricia G. – Journal of Social Work Education, 1998
A survey of 346 faculty in 38 graduate social-work programs explored their educational orientations (mentor vs. master teacher) and their educational philosophies. Results indicated faculty tended toward a master-teaching approach in imparting essential knowledge and empowering students, but incorporated elements from the mentoring approach.…
Descriptors: College Faculty, Educational Attitudes, Educational Philosophy, Graduate Study
Starnes, Bobby Ann – Active Learner: A Foxfire Journal for Teachers, 1998
Uses an analogy with a mother's cooking skills to illustrate how teachers spend years building their own "intuitive" style of teaching; how they need to constantly watch, think, and reflect, all the while dealing with multiple demands, juggling everyone's needs, seeking balance. (TD)
Descriptors: Elementary Secondary Education, Experiential Learning, Group Dynamics, Lifelong Learning
Peer reviewedJenkins, John M. – International Journal of Educational Reform, 1999
Two types of personalized instruction, interaction and thoughtfulness, transcend the behavioral paradigm to include experiences building on individual student differences. Teachers can facilitate learners' progress from cognitive skill development to mastery and real-life problem solving by stressing experiential and inquiry learning, independent…
Descriptors: Behaviorism, Diversity (Student), Elementary Secondary Education, Experiential Learning
Peer reviewedSimmons, Patricia E.; Emory, Allen; Carter, Tim; Coker, Teresa; Finnegan, Brian; Crockett, Denise; Richardson, Lon; Yager, Robert; Craven, John; Tillotson, John; Brunkhorst, Herbert; Twiest, Mark; Hossain, Kazi; Gallagher, James; Duggan-Haas, Don; Parker, Joyce; Cajas, Fernando; Alshannag, Qasim; McGlamery, Sheryl; Krockover, Jerry; Adams, Paul; Spector, Barbara; LaPorta, Tom; James, Bob; Rearden, Kristin; Labuda, Kay – Journal of Research in Science Teaching, 1999
Describes the research of a national collaborative consortium formed to investigate how the perceptions, beliefs and classroom performances of beginning secondary science teachers relate to their philosophies of teaching and their content pedagogical skills. Finds that teachers possessed a wide range of philosophies, and that observers' reports of…
Descriptors: Beginning Teachers, Knowledge Base for Teaching, Science Teachers, Secondary Education
Peer reviewedJohnson, Ellen; Borleske, Barbara; Gleason, Susan; Bailey, Bambi; Scantlebury, Kathryn – Science Teacher, 1998
Describes a tool that quantifies the number and kinds of interactions between students and teachers. Structured observation of classroom events indicates whether a teacher is interacting equitably with each student in the classroom. Science teachers were receptive to the relatively quantitative nature of the process. Both inservice and student…
Descriptors: Behavior Rating Scales, Classroom Environment, Classroom Observation Techniques, Classroom Research
Peer reviewedOtsu, Kazuko – International Journal of Social Education, 1999
Provides an overview of policies concerning civics education in Japan during the 50 years following World War II. Summarizes the problems in civics education, focusing on textbooks, teaching styles, and the marginalization of civics in the curriculum. Considers the future of Japanese civics education. (CMK)
Descriptors: Citizenship Education, Civics, Educational History, Educational Policy
Peer reviewedCatt, Robert; Eke, Jacqueline – Innovations in Education and Training International, 1995
Describes research at the Brunel University (England) School of Education that includes the investigation of pedagogy and student learning using empirical analysis of classroom talk; uses the context of a four-year teacher education degree course for analysis. Discusses pedagogical principles of constructivism and comments on student responses to…
Descriptors: Class Activities, Classroom Research, Constructivism (Learning), Discourse Analysis
Peer reviewedGrant, S. G. – Theory and Research in Social Education, 1997
Examines the professional development opportunities that accompanied the New York State social studies draft framework to explore: (1) the range of opportunities teachers had to learn about the framework; (2) the content and instruction of these opportunities; and (3) teachers' responses to the framework and professional development opportunities.…
Descriptors: Academic Standards, Educational Policy, Elementary Secondary Education, Learning Processes
