This chapter provides a brief review of the development and use of microteaching. Research on modelling, practice, and feedback is reviewed and studies of the overall outcomes of microteaching are set against a discussion of conceptual models underlying microteaching. It is argued that despite the many published investigations of microteaching, few definite conclusions can be drawn about its effectiveness. This is attributed to lack of theory-guided investigations, and it is suggested that a synthesis of cognitive models for microteaching with recent work on teachers' thought processes might provide a profitable approach to future work.
A Jubilant Hollister Montreal
system of classifying about two dozen major methods for mathematical programming with multiple objectives, or multiple objective decision making (MODM) is presented. The classification has been based upon four categories of the preference information given to the analyst by a decision maker: (1) a priori, (2) progressive, (3) a posteriori and (4) no articulation of the preference information. A method Hollister Canada Stores
or two from each category is illustrated by approaching a simple common numerical example in detail for the comparison and tutorial purpose. Consideration in selecting criteria for comparative evaluation of the methods and availability of computer codes for some methods are discussed.