Explains the development of teachers through three stages: first, learning how to perform as a teacher in front of a class; next, realizing both how to approach students at their own level and when to let the students do the talking; finally, teaching by revealing one's own learning. (RL)

The importance of helping gifted students achieve self-directed learning is discussed, and approaches to facilitate that goal are described. (CL)

Contrary to previous research, grading standards did not affect student achievement. The effect of standards on ratings was significant but not consistent for types of ratings (instructor expressiveness, lecture content), instructors, or differences in standards. Under certain conditions, higher grades either adversely affected ratings or had no…

This description of the teaching approach of Henry Schaefer-Simmern emphasizes his use of questioning to evoke student self-evaluation and to develop clarity of vision and interfunctional unity in students' art products and their mental, artistic conceiving. Two case reports of his work with elementary students are included. (Author/SJL)

Seven teaching style components and alternatives associated with each component are presented and described. The information is supplied as a tool to make operational descriptions of alternative teaching styles. (MP)

College teachers were evaluated as to appeal, competence, delivery, and teaching effectiveness and their presentations were analyzed to identify features of humor usage. Correlation coefficients were computed between frequency of use of various types of humor and students' evaluations of their professors. Results indicated differences between male…

Data analysis indicated that the learning environments created by mothers and teachers differed in terms of the original information provided, the amount and kind of feedback given, and the way in which the tasks were structured. (Author)

Feedback may be helpful in teacher training and supervision. A study indicates that, on the basis of student feedback, student teachers significantly changed their teaching styles across five dimensions. (CJ)

A personal memoir of Marjorie Hope Nicolson and the graduate English department she headed at Columbia University in the 1940s and 1950s. (SJL)

Reviews the literature dealing with ways of improving the effectiveness of adult basic education reading instruction in the areas of teacher training, teaching styles, instructional methods and materials, and adult learning patterns. Discusses the implications of the studies cited. (AYC)

Urges writing teachers to get back to these basics: valuing writing and enthusiasm for writing, showing interest in and responsiveness to students as writers, encouraging reading for pleasure, making use of insights into the writing process, and helping students develop self-editing that sharpens ideas while eliminating mechanical errors. (RL)

A model of teacher decision-making, which describes how a teacher pursues a plan by means of a set of tactics, is presented. It is argued that teaching competence derives in part from the teacher's ability to generate appropriate tactics. Implications for teacher training are discussed. (RLV)

Previews research on motivational effects of discovery learning, and argues that, although there is general theoretical support for the view that discovery learning methods are superior to expository teaching methods in terms of generating intrinsic motivation, it is unclear whether intrinsic or extrinsic explanations account better for observed…

In attempting to isolate variables which influence instructional styles of teachers, the researchers administered the Rokeach Values Survey and the Teaching Style Q-Sort to college students. The values "freedom" and "obedience" generated meaningful differences among individuals of the personal source, social interaction, and…

Describes the Teacher Orientation to Science Instruction (TOTSI) instrument, which comprises a set of statements on eight characteristics of science teaching. TOTSI evaluates teacher assumptions to indicate what type of curriculum best suits the teacher's abilities and preferences. (MLH)