Examination of college teacher lecture styles, using the Batchelder-Keane variation of the Flanders Interaction Analysis System, found significant differences in lecture characteristics of college teachers, primarily among the subject fields of science, social sciences, and humanities. (MJB)

Students in the philosophy of education (where changes in teaching methods had occurred) did not consider the lecture system as an efficient method of teaching and preferred seminars. Students in other fields considered the lecture method acceptable when concerned with the communication of a body of knowledge. (Editor/LBH)

A 3-year study was conducted to compare the effectiveness of laboratory and lecture strategies in a course for prospective elementary teachers on the structure of the number system. Results showed that neither strategy was superior to the other as judged by students' examination achievement, attitudes towards mathematics, student teaching…

The class structures of Socratic dialogue method, the traditional lecture, and personalized systems of instruction (PSI) are compared. PSI was viewed more positively by students on subjective ratings, and performance outcomes were higher with this method. Treatments offering the multiple testing option produced more positive subjective and…

Seven reasons for reading pedagogical materials to improve instruction are outlined, advice on how the reading can be used most effectively is given, and appropriate readings are recommended. (MSE)

Reports a classification of expository teaching styles of biology, chemistry and integrated science teachers in Nigeria. No evidence was found of pupil-pupil interaction in any of the lessons observed. Compares results with other studies from Britain, Canada, and Indonesia and indicates significant differences. (CW)

A study evaluated the design, implementation, and evaluation procedures in an experimental dental school faculty development program to increase faculty skills in lecturing and related teaching strategies. (MSE)

A study found that a combination of small-group instruction and large-group lectures was more effective than lectures alone in preparing medical students to respond to patients' emotional concerns. The small group instruction consisted of interviews with elderly nursing home residents serving as simulated patients, and structured practice and…

Describes the large-class BIJOU teaching support system developed at University of California-Berkeley to facilitate recordkeeping and communication with support staff. Reasons why large classes exist, organizational elements, and teaching support systems requirements are reviewed. Tasks supported by the BIJOU saystem, costs, and possible…

Two experiments were performed to examine the encoding function of note taking and processing differences between successful and less successful college students in lecture situations. Memory differences between these two student groups were interpreted as the result of factors occuring during note taking. Successful students engaged in greater…

Discusses how "live" experiments were combined with media packages and recorded lectures to allow coverage of more material and foster greater student/teacher interactions. Notes were distributed at the beginning of the semester which allow students to record experimental data from class demonstrations. Problems and suggestions for course…

Library instruction can only succeed when fully integrated with the teaching of the subject. This requires greater consideration by geography teachers of the relationship between bibliographic knowledge and substantive knowledge. (Author/RM)

The cognitive knowledge, performance, and patient care of 23 pediatricians who participated in continuing medical education sessions were measured by pre-, post-, and six- to nine-month follow-up tests. In general, the knowledge and performance factors and patient behavior were better for those attending case presentations as opposed to…

Opinions differ regarding how much of the available information on a particular topic should be presented in a medical school lecture. Data suggest that lectures to medical students are more effective aids to learning when the information density is limited to a few main points that are essential. Author/MLW)

Describes components of videodisc learning stations, and discusses important factors distinguishing videodisc technology from other forms of instruction that make it likely to succeed where self-paced instruction has fallen short. Elements of other educational formats are also examined and related to strengths and disadvantages of videodiscs. (MBR)