Teaching Styles Summary

Topic

Study

Details

Evaluation

Application

Classroom Climate and the creative and gifted

Hadden and Lytton (1968)

'formal' Vs 'informal' schools

Teachers' attitudes and Creativity

(Turner and Denny 1969)

warm caring teachers 

Torrance (1962)

suggestions for teacher attitudes and behaviours 

Hallman (1967)

common inhibitors of creativity.

Teaching Styles and creativity

Bennett (1976)

Formal	Informal
Subject taught seperately	tend to integrate subjects
emphasise individual rather than group work	provide students with considerable freedom in determining their activities
assign class seating	allow students to select their seating
restrict students' movement
emphasise assessment and achievement	Do not emphasise tests and academic achievement
make extensive use of external motivation such as grades	rely on internal sources of motivation like self-satisfaction.
Result High academic Achievement	result Attitudes related to being thoughtful and creative

Direct-Indirect Styles

 Direct

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

Indirect

1

2

3

4

5

6

7

8

9

10

11

12

13

14

Eclectic

1

2

3

4

5

6

Teachers' Expectations and Student Performance

Rosenthal and Jacobson (1968)

'Oak School' experiment

Criticised by Wineburg (1987) etc.

1

2

3

Brophy and Good (1974) reviewed 60 attempted replications. No strong evidence.

Braun (1976)

Teachers have high expectations for:

1

2

3

4

5

Rolison and Medway (1985)

'learning disabled' rather than 'mentally retarded'.

recent improvement.

Goldberg (1992)

depends upon the teacher

Grasha

expert/formal authority cluster

personal model/expert/formal authority cluster

facilitator/personal model/expert cluster

delegator/facilitator/expert cluster

Teachers developing their expertise

Bullough and Baughman 1997

• Stage 1 Novice
• Stage 2 Advanced-beginner level
• Stage 3 Competent level
• Stage 4 Proficient level
• Stage 5 Expert level