Describes how a teacher's contact with a published author, an interview and subsequent research into that author's work, stimulates students' interest in the author, provides crediblity for the teacher, and generates material for publication. (NH)

Students learned teaching principles either with or without (control group) the presentation of a classroom exemplar in video or text format. Across 2 experiments, the video group produced higher transfer scores and affective ratings than the other groups. Four weeks later, the video group recalled more information about the exemplar than the text…

The effects of a facilitating model on college students were examined in a creativity study. Predictions were as follows: those modeling a creative experimenter would show more creativity than would control group subjects; those scoring high on the "Torrance Test of Creative Thinking" would also score high on the "Remote Associations Test (RAT);"…

Describes the modeling approach as used in North Carolina State University's tutoring program. Reviews the modeling process, which focuses on teaching the process of problem solving through example. Discusses tutor training and the content of tutorial sessions. Outlines student benefits. (AYC)

Presents a small-group format for training basic group leadership skills and gives components of the format and methods for their use. (Author)

Investigated the effects of model status and various symbolic modeling procedures on brainstorming behavior in female undergraduate education majors (N=136). Results indicated that more solutions were produced by the experimental and higher-status model groups than by the control and peer model groups. (LLL)

This paper explains one university's approach to explicit modeling of practice. It briefly outlines the university's conception of episteme and phronesis, then explores the university's views of explicit modeling, which is seen as operating concurrently at two levels. At one level, it is about teacher educators "doing" in their practice…

Recommends borrowing the tools of protocol analysis and modeling from psychology as an effective way to teach writing as process. (JL)

Examined whether witnessing or experiencing parental violence was related to physical abuse during courtship. Findings from biracial sample of 536 college students provided inconsistent support for modeling of parental behaviors during courtship. Witnessing parental violence was positively related to reporting violence against girlfriends for…

Identifies three reading processes that instructors can model for college level developmental readers: what people do when they read; how people think and talk about what they read; and how people incorporate what they learn from their reading into their own lives. Presents examples and descriptions of modeling these processes. (RS)

Productive psychotherapy involves willingness of client to reveal information and concealed feelings. Videotape is used to elicit modeling behavior. This study contrasts videotape in contrast to audiotape in eliciting self-disclosure. (MFD)

Examines the impact of attempts to reduce uncertainty about audience performance expectations on anticipatory audience anxiety. Reports that successful models presented to clarify audience performance expectations were ineffective in reducing anticipatory audience anxiety. (MM)

Counselor trainees (N=6) were shown five videotaped segments of counselor-client interactions to determine whether differential levels of anxiety and recall occur during vicarious modeling or self-observation. Found a significant negative correlation between the physiological measure of anxiety and recall but no significant differences in the…

Studied the effects of verbal practice training in teaching counselor trainees to respond consistently to two aspects of client anger: form (passive or aggressive manner) and direction (toward or away from the counselor). Subjects in the experimental conditions, verbal practice with modeling or verbal practice without modeling, were significantly…

Notes that effective educational leaders combine knowledge, technical expertise, and interpersonal skill. Justifies the time and effort required to develop interpersonal skills that facilitate collaboration between teachers and supervisors. Suggests that Theory Z management principles and behavior modeling methods have much to offer to the…