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…

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)

At Bucknell University, a study of student preferences for faculty teaching styles indicates an overwhelming preference for professors who see themselves and are seen as teachers rather than researchers, administrators or socialites. This preference was found to exist across sex, class level, and student self-reported personality ratings (JMD)

New ways for teaching educationally disadvantaged students are described by a licensed psychologist. The trend involves more emphasis upon the establishment of affective relationships between students and teacher and between students themselves. Approaches for focusing on the student's affective domain are discussed. (LBH)

Higher education should serve the long-term intellectual needs of the student. The only way to measure real learning is by what it does to the individual student's intellectual growth. A three-step approach to internalize, integrate, and subjectify knowledge is discussed. (MLW)

College faculties must work toward creating effective and relevant programs for students. (HS)

An experiment is discussed that tested a 1975 hypothesis of Aiken, Thomas, and Shennum that a "spaced lecture" might help solve the problem of the negative of concurrently listening and writing. Results indicated that the "spaced lecture" was no better than the traditional lecture. (MLW)

In order to examine the value of student evaluations of faculty, a survey of seniors regarding the quality of teaching they received in their four years of undergraduate college was undertaken. Topics include: the qualities of the best and worst teachers; preferred teaching methods; and faculty age, educational background, and department…