Three articles review methods of improving teacher effectiveness in the United Kingdom. An evaluation of the effectiveness of video feedback to improve lecturer performance is described; institutional initiatives to encourage new approaches to teaching and learning are discussed; and case studies of three centers for staff training are given. (LRW)

The dynamics of classroom behavior in a college lecture class were observed for five semesters. The questioning process analyzed question types and their effect on the development of discourse. Sample English-for-academic-purposes activities are given using the question typology. (LMO)

Three assessments of the status of school science discovered that textbooks frequently determine course content, the preparation science provides for next academic level is its justification, lecture method is widely used, science is a low educational priority, and students feel it is irrelevant to later life experiences. (MBR)

The most significant contemporaneous movement in education is the effort to adapt the work of schools directly to the lives of the pupils. It is the expression of the effort to make the school training applicable. The normal activities of the child are to be directed and trained in such a way that real education will result therefrom. Education…

A new look at the standard lecture/discussion format for the large introductory college course is offered, along with suggestions to upgrade its quality. Foci for improvement include organization of lecture material, teacher-student interaction, lecture delivery, feedback, discussion group supervision, and course evaluation. (JMD)

Describes a short problem-based course for a class of 180 students facilitated by two tutors. The course aims to assist undergraduates who have completed two years of study in basic medical sciences to apply their learning to the diagnosis and management of asthma and respiratory infections. (DDR)

Argues that the fragmentary nature of mass media has made students suspicious of the traditional lecture format. Recommends that history teachers incorporate questions concerning source material and knowledge (e.g. How do I know this?) into their presentations. Suggests a number of activities and texts that can be used to involve students in…

Cases are stories that are meant to educate. Teachers can deliver cases by lecture, through Socratic questioning, through discussion leading, and in small group learning. Some cases are fact driven and deductive, whereas others are context driven. Science appears to demand closed-ended cases with correct answers; however, in frontier science,…

A college teacher describes his approach to student subject-area writing, which includes assignment of several short papers to be written according to carefully prescribed guidelines (appended to the article), clear grading criteria, high expectations, availability for individual conferences, rewards for improvement, encouragement of writing for…

Reports on a study that contrasted learning outcomes of students in a class that incorporated computer assisted instruction (CAI) exercises with those of a lecture-only class. Students in the lecture-plus CAI class scored higher than those in the lecture-only class, specifically regarding material covered in the class. (MJP)

Introduces a simple student-centered activity that can effectively complement a traditional lecture by encouraging group discussion and reflection. Students orally review the lecture in groups and submit summaries to the lecturer that are ultimately compiled into a course review. Discusses the benefits of this practice and students' responses.…

Discusses the changes in the instructional activities of university faculty members as a result of new computer-related educational technologies. Topics discussed include computer-assisted instruction; computer-managed instruction; optical discs; microcomputers; lecturing versus computer-based tutorials; videodiscs; computerized evaluative…

Describes the design and evaluation of a prototype electronic performance support system for use in a university setting that was based on a needs analysis relating to an existing lecture-based course. Performance support for staff and for students is examined, and self-study support material is discussed. (LRW)

Asserts that a recent report suggests that students should have opportunities to become actively engaged in the application of economics. Finds that the case method approach was more useful than texts and lectures in learning about institutional arrangements, the use of economic data, and how to use economics to solve real problems. (CFR)

Reports on a study of the effect of small-group, active-learning approaches to bibliographic instruction and psychological type on learning and confidence. No significant relationship was found between students' scores and teaching method or psychological type. A significant relationship was found between knowledge scores and the librarian…