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Hunt, David E.; Gow, Jane – Theory into Practice, 1984
A practice-to-theory approach of matching models helps teachers increase self-knowledge and awareness of their students. Participants discuss personal teaching style, students, expected learning outcomes, teaching approaches, matching models, and then restate their teaching style. A teacher's response to these exercises is presented as an example.…
Descriptors: Counseling Techniques, Educational Objectives, Evaluation Methods, Psychological Patterns
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Friedman, Peggy; Alley, Robert – Theory into Practice, 1984
Case studies from teachers, special programs, and school districts illustrate a variety of ways learning styles theory can be used in educational environments. Six principles dealing with learning styles are offered to help teachers understand and use learning styles theory in the classroom. (DF)
Descriptors: Case Studies, Cognitive Style, Educational Environment, Elementary Secondary Education
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Noddings, Nel; Enright, D. Scott – Theory into Practice, 1983
The story of open education illustrates the fact that theoretical models are ideal descriptions of educational practices and beliefs, rather than bodies of prescriptive rules and principles. Open education is viewed as part of a philosophical tradition in education, much of it predating the movement of the 1960s. (PP)
Descriptors: Beliefs, Educational Attitudes, Educational Philosophy, Educational Trends
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Farley, John – Theory into Practice, 1981
Classroom climate has often been labeled the "hidden curriculum." The positive or negative interpersonal communication between teacher and student influences student self-concept and academic performance. Teachers should be committed to the enrichment of the curriculum through the tenets of humanism and the creation of a positive classroom…
Descriptors: Classroom Environment, Classroom Techniques, Curriculum Development, Enrichment
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Wolfgang, Aaron – Theory Into Practice, 1977
The author discusses the implications of nonverbal communication in the multicultural classroom setting, a factor frequently overlooked since it is largely culturally determined and normally operates outside of the awareness level. (MJB)
Descriptors: Body Language, Communication Problems, Communication Skills, Cultural Awareness
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Bremme, Donald W.; Erickson, Frederick – Theory Into Practice, 1977
Situational analysis of student-teacher and student-student interaction during a kindergarten/first grade social occasion provides information on verbal and nonverbal behavior forms, situational contexts, and tacit rules of classroom interaction. (MJB)
Descriptors: Classroom Communication, Classroom Research, Interaction Process Analysis, Nonverbal Communication
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Whitfield, Truman D. – Theory Into Practice, 1977
An elementary school child's perceptions of his teacher's nonverbal behavior is presented to illustrate how those behaviors are interpreted both correctly and incorrectly, and how--regardless of the validity of the interpretation--they affect pupil response. (MJB)
Descriptors: Elementary Education, Interpretive Skills, Nonverbal Communication, Student Attitudes
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Galloway, Charles M. – Theory Into Practice, 1976
This article discusses the universal individual need to be recognized as a person, to be accepted by others, and to successfully interact with others in school and community endeavours. (JD)
Descriptors: Behavior Theories, Communication (Thought Transfer), Emotional Experience, Human Relations
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Roberts, Joan I. – Theory Into Practice, 1976
This article examines educational philosophy and the trends it has generated--their strengths, weaknesses, and comparative success. (JD)
Descriptors: Academic Freedom, Educational Change, Educational Innovation, Educational Methods
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Meyer, Mary E.; Berg-Cross, Linda – Theory Into Practice, 1976
Effective teaching strategies are outlined for helping the shy and withdrawn child to become an involved participant in the classroom. (JD)
Descriptors: Antisocial Behavior, Behavior Problems, Behavioral Objectives, Child Psychology
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Whitfield, Truman – Theory Into Practice, 1976
Awareness of how their students perceive them and react to them can help teachers to be more effective and to achieve a good working relationship in the classroom. (JD)
Descriptors: Affective Behavior, Responses, Student Evaluation of Teacher Performance, Student Reaction
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Thompson, Loren J. – Theory Into Practice, 1976
The middle school must meet the complex needs of children who are developing at different paces, who are uncertain of themselves and often emotionally volatile and who require individual attention, consistent guidance, and the opportunity to make sound value judgments. (JD)
Descriptors: Adolescents, Affective Behavior, Emotional Development, Growth Patterns
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Harootunian, Berj – Theory into Practice, 1980
Until recently, teacher behaviors as conceptualized by educational researchers were not consistent with teachers' own views of effective teaching. Explicit attention has to be devoted to the characteristics of the teacher so that changes or adoptions of new procedures will be congruent with the teacher's own ideas and attitudes. (JN)
Descriptors: Accountability, Change Agents, Educational Research, Elementary Secondary Education
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Sprinthall, Norman A.; Thies-Sprinthall, Lois – Theory into Practice, 1980
There is a great need for theoretical frameworks to generate research that could help to guide the development of teacher education programs. Studies of successful adult functioning in complex careers support the construct validity of developmental stage as predictor. (JN)
Descriptors: Cognitive Development, Developmental Stages, Educational Research, Individual Development
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Hunt, David E. – Theory into Practice, 1980
This article describes how to identify implicit theories of teaching and learning through a workshop which creates an open, reciprocal climate that enhances self-knowledge and knowledge of others and facilitates communication. (CJ)
Descriptors: Educational Objectives, Inservice Teacher Education, Learning Theories, Student Teacher Relationship
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