A study of how class size and discipline group (social sciences, humanities, and miscellaneous) correlate with elements of student ratings of faculty and faculty self-evaluation is reported. It was found that discipline does not affect student evaluations but does affect teaching style. Students in small classes are more critical of teachers. (MSE)

Consistency of teacher behavior across time was measured by selected instruments for 34 female teachers of grades one-six who were graduates of the same institution. Indicated teachers who were followed for four years were rated consistently by principals, students, and independent observers. (MH)

Adult education literature describing teaching methods/techniques/strategies was examined to detect what is revealed about the types of learning outcomes that might be facilitated in teaching-learning situations involving adults. (College of Education, Kansas State University, Manhattan, KS 66506.) (Author/SSH)

Uses ethnographic case-study data to examine affective interaction in two racially diverse urban elementary classrooms. Subjects are 56 fifth and sixth graders and their teachers. Results suggest that teachers can foster racial harmony in the classroom through small group work. (CM)

Successful implementation of Public Law 94-142 demands that teachers have the skills necessary to plan an objective-based, individualized program. Research supports the use of individualized instruction in mainstreamed physical education classes. The concept of learning time gives teachers a way to evaluate their own teaching and their teaching…

Sixty-four teachers and student teachers from rural and urban schools were given the Minnesota Teacher Attitude Inventory (MTAI) and the Classroom Environment Scale (CES) to investigate the relationship between teaching style and classroom learning atmosphere. Results indicated teachers create classroom sociopsychological climates consonant with…

Discusses the problems involved when instructional media is exchanged between countries using different curricula, pedagogical styles, cinematographic styles, fields of study, and languages. (CHC)

Verbal interactions of 46 special education teachers in specific language and learning disability (SLD) classrooms, educable mentally retarded (EMR) classrooms, and trainable mentally retarded (TMR) classrooms were described and compared. The teachers varied, by classroom type, in their use of direct or indirect teaching styles, but the former…

This paper describes recent advances in split-brain research and summarizes the qualities characterizing the two cerebral hemispheres. Traditional patterns of education, it is argued, are inadequate since they concentrate almost exclusively on the left hemisphere. Teaching strategies and school experiences are suggested to accelerate right…

Describes a study done at a public community college that assessed the teaching styles of faculty, their technology use, as well as the factors that influenced their acceptance or rejection of distance technologies. Found that faculty acknowledged the need for change and were aware of technological innovations. (JDI)

Describes how two professors used a robotic camera to tape their classes and improve their teaching style. The camera was found to be unobtrusive and useful in providing feedback; both professors adjusted their materials and delivery approach as a result. Tapes were used in later classes and for students who missed classes. (AEF)

Describes a project to explore how mathematics teachers can use assessment of students' learning to shape their own instructional practices. The project had two goals: (1) to make sense of what students understand, how they understand it, and what counts as evidence of understanding; and (2) to use analysis of materials that document students'…

This article examines teaching methods for graduate courses in curriculum that encourage student/teacher interaction. Side-by-side involves exploring through dialogically examining something in the world with someone. Face-to-face implies the instructor has a responsibility to present a mode of being that is responsive to the student. (SM)

Considers the schools of thought in language and learning, and examines how their theories and propositions affect teachers. Characterizes the teacher as a professional manager and discusses what it means to be such a person. Investigates what managers and teachers know and need to know-in-practice. (KEH)

This article discusses various definitions of teaching, arguing that teaching takes many forms and is conducted at numerous levels. It outlines a continuum of nine forms, with the teacher as disseminator/transmitter, lecturer/dramatist, inducer/persuader, inquirer/catalyst, dialogist, facilitator/guide, witness/abiding presence, learner, or…