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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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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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Hinely, Reg; Ponder, Gerald – Theory into Practice, 1979
The point of emphasis in classroom research is shifting away from pure educational theory and toward a descriptive investigation of teaching and learning realities. (LH)
Descriptors: Classroom Environment, Educational Research, Educational Theories, Research Utilization
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Fenstermacher, Gary D. – Theory into Practice, 1979
A general theory of accountability and the application of the concept within the context of education are presented. It is argued that the stronger the current strain towards accountability in education becomes, the weaker will be the accountability of teachers. (JMF)
Descriptors: Accountability, Evaluation Criteria, Outcomes of Education, Performance
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Della-Dora, Delmo; Wells, James D. – Theory into Practice, 1980
Schools need to identify the specific skills, knowledge, and attitudes which characterize an effective member of a democratic society and provide instruction for these qualities. Basic qualities of the effective democratic citizen include skills in clarifying personal values and knowledge of the available resources for learning. (JN)
Descriptors: Citizenship Education, Democratic Values, Elementary Secondary Education, Independent Study
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Joyce, Bruce R. – Theory into Practice, 1980
Four models of teaching methods are presented: social interaction, information processing, affective instruction, and behavior modification. The need for adapting these models to individual students is explored. (JD)
Descriptors: Behavior Modification, Cognitive Style, Individual Development, Individual Differences
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Fantini, Mario D. – Theory into Practice, 1980
There is a current trend toward matching the style of teaching with the cognitive style of the individual student. (JD)
Descriptors: Cognitive Style, Individual Differences, Individualized Instruction, Learning Processes
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Henson, Kenneth T. – Theory into Practice, 1980
Studies are needed that will help teachers match methods with particular objectives, materials, and students. (JD)
Descriptors: Educational Objectives, Interaction, Student Teacher Relationship, Teacher Behavior
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Knott, Gladys P. – Theory into Practice, 1979
A brief overview and synthesis of current knowledge on the development of nonverbal communication in young children is presented, and implications for teacher-child interactions during the early school years are suggested. (JD)
Descriptors: Behavior Patterns, Body Language, Interaction, Kinesthetic Perception
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Mehan, Hugh – Theory into Practice, 1979
In a classroom setting, as distinct from other settings, a teacher asks questions in order to evaluate the correctness of the reply, not to seek information. (JD)
Descriptors: Cues, Elementary Education, Interaction, Learning Activities
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