Maintains that California teachers are now responsible for preparing students for the new California Learning Assessment System (CLAS) test. Discusses the multiple choice, written response, primary source, and essay writing sections of the test. Provides suggestions for scoring essays and having students evaluate each other's writing. (CFR)

Describes an instructional strategy combining cooperative learning in small groups with questioning techniques designed to encourage creative and critical thinking. Asserts that creativity and the ability to work cooperatively are the two workplace qualities most identified by corporations and organizations as essential for future employees. (CFR)

Maintains that there is a lack of research on teaching styles and that teaching and learning styles are distinct topics and should be studied separately. Discusses research findings related to descriptive aspects of teaching styles. Presents a six-part model of teacher behaviors that comprise teaching style. (CFR)

This study of student teachers used concept maps, the Virginia observation system for evaluation of beginning teachers, and a specific procedure to assess pupil responses to lessons. Results supported a relationship between student teachers' behavioral and cognitive domains. Patterns of pupil responses varied according to the planning perspectives…

In a classroom setting with young bilingual children and their parents, oral and written code switching allowed for effective communication among parents, children, and instructor in a way that was natural and comfortable for all involved. Proposes that code switching be viewed as part of a whole language approach in bilingual contexts. (Author/TD)

Maintains that undergraduate sociology students often are intimidated by course requirements in statistics and research methods. Describes course content and instructional strategies used to enhance student understanding and motivation. Reports that student evaluations of the course were uniformly positive. (CFR)

Asserts that new government policies must be mediated and implemented through teachers. Maintains that research among some teachers reveals a number of creative adaptations to the English National Curriculum. Describes four aspects of this adaption and argues that they are all related to self-determination. (CFR)

Contends that to realize their leadership potential art teachers must forge connections with the community. Discusses three connections and argues that they are crucial to increased participation of all students and teachers in viable art education programs. (CFR)

Argues community colleges must employ Total Quality Management (TQM) to enhance student learning and faculty productivity and not just in terms of administrative functions. Describes characteristics and requirements of TQM, and details its uses and advantages in classroom assessment of student performance, emphasizing faculty development and the…

Examines nonverbal communication research, highlighting areas relevant to teacher education and classroom diversity and emphasizing research on cultures, races, genders, and personalities. The article discusses functions of nonverbal communication in the classroom, synthesizes functions into a nonverbal teaching framework, applies the framework to…

This study examined the effects of five variables--student grouping at the computer, keyboarding status, academic discipline, student gender, and gender of partner--on student social behavior, both verbal and affective, in microcomputer classrooms in a public business high school. The effect of these variables on teacher behavior was also…

Study monitored teacher questioning behavior within mainstreamed middle school social studies and science classrooms at teacher-to-group and teacher-to-student levels. At the group level, teacher questioning behavior was similar across both classes. At the individual level, content interacted with student and question types to produce different…

Presents a learning model for science education and describes teacher interventions derived from the model to produce cognitive restructuring. Demonstrates how teacher interventions may be developed through a series of interventions, related activities, and comments. (MDH)

Explored one student teacher's ideas and practices, together with the messages about teaching for procedural and conceptual knowledge that were presented by the student's teacher education program. Found that the student teacher taught, learned to teach, and had opportunities to learn to teach for procedural knowledge more often and more…

Contends that curriculum theorists often distinguish between the formal or official curriculum from the actual or hidden curriculum. Argues that the hidden curriculum always has a normative, or moral, component and that educators have a responsibility to make the hidden curriculum as explicit as possible. (CFR)