Reports an experimental study of six Child Psychology classes that compared the effects of two types of leadership, Initiation Structure (teacher centered) and Consideration Leadership (personalized), on the educational growth of students in six areas (e.g. subject matter, attitudes toward children). Concludes that a combination of the two…

The study reported here demonstrates the differing requirements critical to teaching at the elementary, secondary, and college level. In college teaching professional factors (e.g. knowledge of subject matter and class presentation) were found to have greatest significance in overall effectiveness of teaching-learning performance as opposed to…

On the premise that the more formal algebraic presentation of statistics must be placed in a concrete context to facilitate student understanding, the author presents a pedagogical device involving the construction of miniature numerical examples that illustrate how the statistical model imposes structure on empirical data. (JT)

A Professor Emeritus of New York University reviews the practice of awarding recognition for superior college teaching (great teacher awards) concluding that they do not increase great teaching or the number of great teachers. He suggests that prospective students should seriously ask colleges what they do to insure good teaching. (JT)

Arguing that students' demand for relevance is for wisdom rather than for utilitarian knowledge, and that it is caused by poor teaching, particularly in the liberal arts, the author emphasizes the individual teacher's responsibility to communicate the proper view of education, to lead students in their search for wisdom. (JT)

In discussing the need for combination of theory and practice in the college accounting curriculum, the author presents a conceptual framework for the body of knowledge which teaches the student principles and puts them into practice through illustrations. (JT)

Discusses whether a healthful personality is a necessity for a teacher to be effective. (Editor/PG)

Describes the successes of module teaching methods in an English composition class. (PG)

Lectures are perhaps appropriate to present material not yet published or for material to be presented only once and hence not worth publishing. The author feels that for most undergraduate teaching neither of these conditions holds. (Editor/PG)

Proposes that the ways in which professors test and grade largely determines what and how their students learn. (Editor/PG)

Reports the responses of 106 undergraduates to statements designed to show whether course content can be more effectively taught by two instructors, each devoted to his own training and interests, than by one. (Editor)

The challenge, give and take, stimulation, and deepened experience of the honors seminar can be successfully extended to "all students",as described in this article. (Editor/PG)