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Pollick, Martha Florence Scanlin. "Teaching styles and learning styles : a comparative study /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1154479x.
Testo completoAbstract (sommario):
Thesis (Ed.D.)--Teachers College, Columbia University, 1993.<br>Typescript; issued also on microfilm. Sponsor: Elizabeth M. Maloney. Dissertation Committee: Richard W. Wolf. Includes bibliographical references (leaves.
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Underwood, A. M. "Teaching styles in physical education." Thesis, University of Exeter, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.354263.
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TAVARES, Maria da Glória Guará. "A matter of style: looking at L2 teachers' teaching styles from the perspective of learning styles." Universidade Federal de Santa Catarina, 2004. http://www.repositorio.ufc.br/handle/riufc/19547.
Testo completoAbstract (sommario):
TAVARES, Maria da Glória Guará. A matter of style: looking at L2 teachers' teaching styles from the perspective of learning styles. 2004. 167f. Dissertação (Mestrado) - Universidade Federal de Santa Catarina - Programa de Pós-graduação em Letras/inglês e Literatura Correspondente, Santa Catarina, 2004.<br>Submitted by anizia almeida (aniziaalmeida80@gmail.com) on 2016-09-09T11:37:38Z
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Previous issue date: 2004<br>The present study aims at investigating L2 teachers’ teaching styles from the perspective of learning styles to identify the learning styles which tend to be most favored by foreign language teachers, the relationship between teachers’ teaching styles and their own learning styles, students’ attitudes towards discussing learning preferences in the classroom, and difficulties teachers face when trying to develop a balanced teaching style. The data for the present study were collected at the Extracurricular Language Courses offered by Universidade Federal de Santa Catarina (UFSC), from April, 16th to July 4th , 2002. Eight teachers of English as a foreign language – two at the beginning level, two of the pre-intermediate level, two of the intermediate level, and two of the high-intermediate level – were observed for the purpose of investigating their teaching styles from the perspective of learning styles. Out of the eight teachers, six were observed for three classes. The other two were observed for six classes, took part in an instructional program, and were required to accomplish two tasks. Task one consisted of trying to approach students’ learning styles and task two consisted of trying to develop a balanced teaching style. For the data collection, seven instruments were used: (1) classroom observation, (2) audio recordings, (3) one instrument for assessing teaching styles, (4) one instrument for assessing learning styles, (5) one questionnaire for assessing students’ attitudes, (6) a reflective session, and (7) a semi-guided interview with teachers. The framework for data analysis was the Myers and Briggs Learning Style Model (1987). Results indicate that (1) extraverts, feelers, perceivers and kinesthetic tend to be the learning styles most favored, (2) there seems to be a correlation between teachers’ teaching styles and their own learning styles, (3) students present a positive attitude towards teachers’ attempts to discuss learning styles, and (4) teachers face two main difficulties when trying to develop a balanced teaching style: lack of time for planning their classes and lack of knowledge of learning style theories.<br>O presente estudo tem por objetivo investigar estilos de ensino de professores de L2 sob a perspectiva de estilos de aprendizagem. O estudo foi motivado por quatro perguntas: (1) Quais estilos de aprendizagem tendem a ser mais favorecidos pelos estilos de ensino de professores de L2? (2) Existe relação entre os estilos de ensino dos professores de L2 e seus próprios estilos de aprendizagem? (3) Quais as reações dos alunos quanto a discutir sobre seus estilos de aprendizagem em sala de aula ? (4) Quais as dificuldades encontradas por professores de L2 ao tentarem desenvolver um estilo de ensino mais balanceado? A coleta de dados foi realizada nos cursos extracurriculares de idiomas da Universidade Federal de Santa Catarina, no período de 16 de abril a 1o de julho de 2002. Oito professores participaram desse estudo- dois dos cursos iniciantes, dois dos cursos pré-intermediário, dois dos cursos intermediários e dois dos cursos intermediários-avançados. Desses oito professores, seis foram observados por três aulas e dois foram observados por seis aulas, participaram de um programa de instrução sobre estilos de ensino e de aprendizagem e realizaram duas tarefas em suas salas de aula. A primeira tarefa consistiu em tentar abordar seus alunos sobre suas preferências de aprendizagem. A segunda tarefa consistiu em tentar desenvolver um estilo de ensino balanceado em uma de suas aulas. Sete instrumentos foram realizados para coleta de dados: (1) observação de sala de aula e gravação em áudio (2) anotações em diário (3) um instrumento para determinar estilos de aprendizagem, (4) um instrumento para determinar estilos de aprendizagem, (5) um questionário para verificar reações dos alunos quanto a discutir sobre seus estilos de aprendizagem, (6) uma sessão reflexiva com os professores e (7) uma entrevista com os professores. Os resultados indicam que: (1) alunos extrovertidos, sentimentais, perceptivos e sinestésicos tendem a ser os mais favorecidos pelos estilos de ensino dos professores de L2, (2) existe uma relação entre os estilos de ensino e de aprendizagem dos professores de L2, (3) os alunos apresentam reações positivas ao discutir sobre seus estilos de aprendizagem em sala de aula e (4) os professores encontram duas dificuldades ao tentar desenvolver um estilo de ensino mais balanceado: escassez de tempo para planejar a aula e falta de familiaridade com as teorias de estilos ensino e aprendizagem.
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Gray, Carole. "Teaching styles in higher art education." Thesis, University of Aberdeen, 1988. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=128434.
Testo completoAbstract (sommario):
The purpose of this study was to identify teaching styles in higher art education. The research was qualitative, and the methodology was one of triangulation, involving the views of lecturers, students, and the observer (author). Preliminary interviews with students and staff at one college provided the framework for the research and highlighted basic important variables in teaching art at college level. A 3D perspex model was designed to encourage lecturers to exteriorize and articulate in a visual/spatial way the various emphases they had in their teaching. The resultant form was a 3D 'concept map', indicating the person's approach or style. The research was replicated at another college, and extended by videotaping lecturers teaching, and interviewing students. Cluster analysis was used with the model data to establish groupings of lecturers, and when cross-referenced with the analysis of student interviews and videotapes/observations resulted in four different styles of teaching, which were labelled 'Fundamentalist', Structurist', 'Objectivist', and 'Artist'. There was found to be no real difference in style that could be attributed to the two different institutions; length of teaching experience markedly influenced styles; aims objectives and philosophies of courses had a strong influence on teaching styles.
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Tai, Wing-yin, and 戴詠賢. "The impact of teaching styles on students' learning styles and career interests." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B49858786.
Testo completoAbstract (sommario):
This research aimed to investigate whether or not intellectual styles are value-laden and if they are malleable. This aim was achieved through understanding the types of intellectual styles that teachers and students prefer each other to use in the teaching-learning process. It was further achieved by examining whether or not teaching styles affect students’ learning styles and their career interests.
This research employed a mixture of experimental and longitudinal designs as well as a combination of quantitative and qualitative procedures. It was composed of one pilot study and three main studies. The pilot study was intended to evaluate the two inventories (the Preferred Thinking Styles in Learning Inventory, PTSLI, and the Preferred Thinking Styles in Teaching Inventory, PTSTI) used in the first study. The purpose of Study One was to identify teachers’ preferences for students’ learning styles and students’ preferences for teachers’ teaching styles. A total of 226 teachers and 268 students participated in Study One. A series of data analyses revealed that the PTSLI and the PTSTI were applicable to Chinese secondary school teachers and students. The pilot study and Study One consistently revealed that teachers and students preferred each other to use Type I styles in learning and teaching, respectively. These findings also indicated that styles are value-laden.
Study Two was an experimental study to examine the impact of teaching styles on students’ learning styles and on their career interests. A total of seven teachers and 464 students participated in the control group, whereas the experimental group was composed of six teachers and 219 students. Classroom instruction was implemented in each participating teacher’s school for one semester (6 months). A pre-test and post-test were conducted before and after the classroom instruction. Students’ learning styles were measured by the Thinking Styles Inventory-Revised II in both tests. At the time of post-test, students also completed the Self-Directed Search that assessed their career interests. In a series of repeated-measures MANOVA, t-test, one-way ANOVA, and paired t-tests conducted in Study Two, changes in students’ learning styles in both the control and the experimental groups were identified. Students in the experimental group demonstrated a trend towards Type I learning styles, whereas students in the control group increased their use of Type II learning styles after the instruction period. Furthermore, teachers’ teaching styles had a direct impact on students’ development of particular types of career interests. Students in the experimental group developed a wider range of career interests than students in the control group.
Study Three was a qualitative study conducted among 16 students to explore how and why their learning styles underwent changes. Findings from Studies Two and Three supported the contention that styles are malleable. Results demonstrated that students in the control group showed more features of using Type II learning styles, whereas students in the experimental group gradually increased their use of Type I learning styles after the instruction period. Contributions and implications of the findings are discussed.<br>published_or_final_version<br>Education<br>Doctoral<br>Doctor of Philosophy
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Papastamatis, Adamantios. "Teaching styles of Greek primary school teachers." Thesis, University of Manchester, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278909.
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Ruhnau, Kurt. "An analysis of learning outcomes of adult students learning styles versus teaching styles /." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006ruhnauk.pdf.
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Mukenge, Tshimpo C. "Suburban High School Teachers' Teaching Styles, Teaching Experiences, and Acceptance of Edmodo." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7411.
Testo completoAbstract (sommario):
Southern U.S. teachers at suburban high schools can use Edmodo; however, teachers prefer traditional teacher-centered teaching methods. This quantitative correlative study explored teachers' technology acceptance in relation to teaching styles and experiences. Framing acceptance by Davis's technology acceptance model (TAM), research questions addressed the direct and moderating relationships between teaching style and the TAM variables related to using Edmodo and the direct and moderating relationships between teaching experiences and TAM variables. From 240 teachers at the high school, 45 completed an online survey (response rate of 18.75%). Descriptive statistics, ANOVA, and regression analyzed data. TAM could be verified for the entire sample; however, no significant direct relationship between teaching style and the TAM variables was found. Teaching style moderated the relationships within the TAM; these were stronger for teachers with a teacher-centered teaching style. No significant direct relationship existed between teaching experiences and TAM variables; a moderating effect on the relationships existed within the TAM. Among experienced teachers, ease of use was the strongest acceptance predictor, whereas perceived use was the strongest predictor among less experienced teachers. Results indicated teachers might develop a more student-centered teaching style, thus concentrating on technology's ease of use, rather than its potential utility. A policy recommendation could ensure teachers efficiently used technology to support student-centered learning. The application of the recommended policies might lead to teachers' more effective use of instructional technology, which might affect student learning and motivation.
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Callender, Christine. "Black teaching styles in multi-ethnic primary schools." Thesis, University of Reading, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.262532.
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Seals, Xanthe Yvette. "The relationship between international college students' academic achievement and learning styles and instructors' teaching styles." Thesis, Grambling State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10188148.
Testo completoAbstract (sommario):
<p> The purpose of this study was to identify the learning styles of international college students and instructional styles of their teachers in specific content areas to determine if relationships existed between the two. In addition, this study examined whether relationships existed between academic achievement, learning style, and teaching style, as well as between demographic factors, learning style, and teaching style. (Abstract shortened by ProQuest.) </p>
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Schoen, Jodi Lynn. "CONGRUENCY OF LEARNING STYLES AND TEACHING STYLES ON PERFORMANCE OUTCOMES OF CERTIFIED NURSE AIDE STUDENTS." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/dissertations/1563.
Testo completoAbstract (sommario):
JODI L. SCHOEN Doctor of Philosophy degree in WORKFORCE EDUCATION & DEVELOPMENT, presented on March 22, 2018, at Southern Illinois University Carbondale. TITLE: CONGRUENCY OF LEARNING STYLES AND TEACHING STYLES ON PERFORMANCE OUTCOMES OF CERTIFIED NURSE AIDE STUDENTS COMMITTEE CHAIR: Dr. Barbara Hagler The study of learning styles and teaching styles is a topic of growing interest and debate over the benefit of matching learning styles to teaching styles for improved student performance. There is a diversity of learning style and teaching style instruments that attempt to identify patterns or preferences. The learning theory suggests that knowing this information can improve learning through adjusting curriculum or teaching styles armed with this knowledge. A need for further research in the learning context of nurse aide student population was identified and the focus of this research. Hence, the purpose of this study was to examine the learning styles of students and teachers, teaching styles and the influence of congruency on performance. The sample for the study consisted of 187 nursing assistant students and 23 instructors. The Kolb Learning Style Inventory (LSI) version 3.1, and Grasha-Reichmann Teaching Style Inventory (TSI) were used to measure learning styles and teaching styles, and a questionnaire was used to gather demographic data. These data were compared to test scores gathered via The Illinois Nurse Aide Competency Test. The findings showed that there was no significant influence of the four learning styles identified through the Kolb LSI of accommodating, diverging, assimilating and converging. However, there was a significant relationship between the concrete experience (CE) learning style construct and decreased test performance. There were no significant findings to support the congruency of learning styles of students and teacher on outcomes. Although the mean scores of those matching learning styles achieved a higher mean of 84.75, as compared to 80.28 to those not-matching learning styles. Teachers had an increased preference for Expert, Formal Authority and Personal Model teaching styles, and teaching style had no significant effect on test performance. The most common learning styles were Diverging (39%), Assimilating (28%), Accommodating (26%) and Converging (7%) for students, and Assimilating (40%), Diverging (35%), Converging (15%) and Accommodating (10%) for teachers.
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Smith, D. N. "The teaching styles of student teachers of secondary mathematics." Thesis, University of Nottingham, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.403911.
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Miller, Nancy S. "Left-Handedness: Are Some Teaching Styles Inhibiting their Learning?" Defiance College / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=def1281624303.
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Marrier, D'unienville Krystle. ""Let's put on our teaching face" : an investigation of teaching styles and their skillsets." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/20650.
Testo completoAbstract (sommario):
The following dissertation analyses teaching as a performance and argues that teachers "enrole" or "put on their teaching face" when in front of their learners (Whatman, 1997:182; Dobson, 2005:334). The dissertation investigates the benefit to teachers of learning the skills of an actor such as voice, breathing and relaxation techniques, movement and use of space, presence and mindfulness and improvisation. The research argues that actor training may lead to increased effective communication with an 'audience' of learners in order to transmit and transact information. The research process involved observation and analysis of 14 teachers in government schools in Cape Town, using 'performance' as an analytical framework for a total of 36 hours over the course of a month. Questions around the use of acting and drama training are explored, and ethnographic observation and auto-ethnography are used to further the analysis. Trends and patterns were noted in the field using observational research methods such as video-recordings, field notes and interviews with participants. The writer's position as researcher was adapted from outsider (interpretive ethnography) to insider (autoethnography) due to unforeseen circumstances. Findings included the recognition of the predominant teaching style in schools, namely the transmissive approach, the emphasis on content learning, the lack of self-reflexive practice and acute stress due to the pressures of the job. The difficulties teachers are confronted with in their day to day operations became apparent, resulting in possible disinterest in, and lack of time, for professional development. The researcher's position as reflective practitioner and the ethnographic observations of teachers in schools confirmed and reinforced that teachers would benefit from actor and drama training skills such as voice, movement, improvisations and role-play.
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Tucker, Shelia Yvonne Jr. "Teaching and Learning Styles Of Community College Business Instructors and Their Students: Relationship to Student Performance and Instructor Evaluations." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30451.
Testo completoAbstract (sommario):
The Canfield Instructional Styles Inventory and the Canfield Learning Styles Inventory were used to identify the teaching styles of business instructors and the learning styles of their students. The study purposes included determining if a match existed between students' learning styles and instructors' teaching styles and determining if relationships existed between style match and student success as indicated by course grades and final exam scores and between style match and student evaluations of instructors.
The participants were 5 business instructors and 99 students from two community colleges in Southwest Virginia. The ages of the student participants ranged from 18 to 62 with the average age being 35. The instructors favored the Organization, People, Direct Experience, and A-Influence scales of the Canfield Instructional Styles Inventory, implying that they present material to their students in a clear, logical, and organized manner. Opportunities are created for students to interact in activities that relate to real-world experiences. Their least preferred instructor scales were Competition, Numeric, Reading, and D-Influence. On the Canfield Learning Styles Inventory, the student participants favored the Organization, People, Direct Experience and B-Expectation scales, implying that they like clearly organized and meaningful course work that requires hands-on or performance situations. Additionally, they like interaction with the instructor and classmates involving activities closely related to real-world experiences. Their least preferred scales were Independence, Numeric, Reading, and D-Expectation. In this study, 36% of the students' preferred learning styles matched the instructors' preferred teaching styles. The outcomes of the analysis of variance revealed that there was no significant relationship between learning style/teaching style match and student success as indicated by course grades and final exam scores. Furthermore, there was no significant relationship between learning style/teaching style match and higher evaluations of instructors. However, there was a significant relationship between course grades, final exam scores, instructor evaluations, and GPA as would be expected. Students who were categorized as high achievers according to GPA scored higher on course grades and final exam scores and evaluated instructors higher than those categorized as low achievers.<br>Ph. D.
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Glenn, Jared R. "The Ideal Educator: Investigating Teaching Culture and Teaching Styles through Teacher Self-Efficacy and Social Acceptance." DigitalCommons@USU, 2016. https://digitalcommons.usu.edu/etd/5170.
Testo completoAbstract (sommario):
Teaching styles used by educators throughout the world are diverse and complex, resisting simple comparisons between large groups, such as countries. To allow easier comparisons, data from the Teaching and Learning International Study (TALIS 2013) were applied to construct a picture of an “ideal educator” in each of eight countries: Australia, The Czech Republic, France, Japan, Latvia, Mexico, Singapore, and The United States. Principles of social acceptance and teacher self-efficacy were applied to teachers in each country in order to construct this ideal educator paradigm: first testing for (and finding) correlation between social acceptance and teacher self-efficacy, and then finding educators who were above average in both social acceptance scores and teacher self-efficacy scores in order to separate out a group of elite teachers from the general sample. Both linear regression and comparisons of median scores were employed to examine differences between countries. Scores revealed that each country displayed a distinct mix of Grasha’s Teaching Styles allowing for a simple comparison of teaching styles between countries.
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Beveridge, S. E. "Mothers' interactive styles : their relationship to programmes of parent-teaching." Thesis, University of Manchester, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.376274.
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Yik, Ping-chui, and 易平璀. "Learning styles and language learning outcomes." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38598073.
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Nelson, Patricia W. "Identification, understanding, and perceptions of learning styles national board certified teachers /." Access citation, abstract and download form; downloadable file 5.21 Mb, 2004. http://wwwlib.umi.com/dissertations/fullcit/3131691.
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Cline, Patricia L. "The effects of modifying teaching methods to accommodate student learning styles." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999clinep.pdf.
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Daubney, Alison. "Teaching Styles in Music Composing Lessons in the Lower Secondary School." Thesis, Roehampton University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.515311.
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Lee, Kwan-lai, and 李君麗. "Thinking styles and approaches in teaching among Hong Kong kindergarten teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963043.
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Lee, Kwan-lai. "Thinking styles and approaches in teaching among Hong Kong kindergarten teachers." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25150996.
Testo completo
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Thomas, Matthew. "Analyzing Conceptual Gains in Introductory Calculus with Interactively-Engaged Teaching Styles." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/299075.
Testo completoAbstract (sommario):
This dissertation examines the relationship between an instructional style called Interactive-Engagement (IE) and gains on a measure of conceptual knowledge called the Calculus Concept Inventory (CCI). The data comes from two semesters of introductory calculus courses (Fall 2010 and Spring 2011), consisting of a total of 482 students from the first semester and 5 instructors from the second semester. The study involved the construction and development of a videocoding protocol to analyze the type of IE episodes which occurred during classes. The counts of these episodes were then studied along with student gains, measured in a number of different ways. These methods included a traditionally used measure of gain, called normalized gain, which is computed at the instructor level. Additionally, gains were further investigated by constructing hierarchical linear models (HLMs) which allowed us to consider individual student characteristics along with the measures of classroom interactivity. Another framework for computing ability estimates, called Item Response Theory (IRT), was used to compute gains, allowing us to determine whether the method of computing gains affected our conclusions. The initial investigation using instructor-level gain scores indicated that the total number of interactions in a classroom and a particular type of interaction called "encouraging revisions" were significantly associated with normalized gain scores. When individual-level gain scores were considered, however, these instructor-level variables were no longer significantly associated with gains unless a variable indicating whether a student had taken calculus or precalculus in high school or in college was included in the model. When IRT was used to create an alternative measure of gain, the IE variables were not significant predictors of gains, regardless of whether prior mathematics courses were included, suggesting that the method of calculating gain scores is relevant to our findings.
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Garland, Diana K. "Learning style characteristics of the online student : a study of learning styles, learner engagement and gender /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3074403.
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Bai, Wenyu. "Developmental strategies and styles and their measurement." W&M ScholarWorks, 2005. https://scholarworks.wm.edu/etd/1539618521.
Testo completoAbstract (sommario):
Developmental styles and strategies (DSS) are preferences and repeated patterns in intentional self-development. A taxonomy of DSS based on the convergence of talent development and Sternberg's Triarchic Model of Intelligences was proposed to distinguish school learners, street learners, talent developers (specialists), and all-knowers (generalists). This study explored the reliability of the researcher-developed Educational Developmental Style and Strategy Scale, the relationships of age, gender, birth order, ethnicity, and SES to developmental DSS adoption, and the characteristics of five types of DSS adopters (i.e., street learning specialists, street learning generalists, school learning specialists, school learning generalists, the neutral group). Eighty out of 160 students at a governor's school for science and technology completed the survey.;The major findings were the following. (1) The reliability coefficient for the Specialist-Generalist Subscale (SGS) was .79, and that for the Street Learning-School Learning Subscale (SLSLS) was .76. (2) There were no statistically significant differences among the five types of DSS adopters in age, gender, ethnicity, number of siblings, birth order, and parental education. (3) There were no statistically significant differences across five groups in most measures in the questionnaire. The five groups did not differ significantly in books at home and amount of reading, strengths during childhood, Holland personality types, educational aspirations, developmental ideals and parental expectations, contributors to educational growth, contributors to strength development, source of influence on students' development, amount of time spent on activities weekly, taking private lessons, parents' ability to give good advice on students' development, parents' knowledge in students' areas of interest, the freedom to make decisions on one's own development, having different values from peers, have interests different from peers, not following the crowd, grade-orientation, importance of schooling, diversification strategy, opportunity-orientation, spending efforts on the nearest goal, basing their career choices on their missions rather than on competences and interests, having private projects, considering school as an extra burden, ability to learn on one's own, and having highly developed talents.;There were some significant differences found in some areas. Generalists had more books at home than specialists had. Generalists were more likely to have military, political, and sports books. School learners were more likely to have science books and less likely to have social science books. School learners' mean school rank in percentile was significantly higher than that of street learners. School learning generalists were different from street learning generalists and school learning specialists in perceiving whether their interests were shared by their classmates.
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Zhukov, Katie School of Music & Music Education UNSW. "Teaching styles and student behaviour in instrumental music lessons in Australian conservatoriums." Awarded by:University of New South Wales. School of Music and Music Education, 2004. http://handle.unsw.edu.au/1959.4/20698.
Testo completoAbstract (sommario):
This investigation into instrumental music teaching at the tertiary (conservatorium) level sought to observe and describe typical teacher and student behaviour in this under-researched educational setting. The aim of the study was to examine a wide range of areas associated with instrumental music teaching in order to identify patterns of behaviour exhibited by teachers and students and to define teaching and learning styles present in advanced applied music teaching. After a review of literature on teaching in general and on music teaching in particular, an observational instrument for individual instrumental music lessons was developed and refined in pilot studies. 12 prominent Australian teachers were videotaped teaching 24 students, with the sample being balanced geographically, institutionally, by instrument (three mainstream groups: piano, strings and winds) and by gender (equal numbers of male and female teachers and students). Steps were taken to observe realistic teaching of typical students and to minimise the observer???s intrusion into the lesson dynamics. The videotaped lessons were analysed using an observational instrument and the data was subjected to various statistical analyses. Results are reported according to five main areas (lesson structure, lesson content, teaching methodology, teacher/ student relationship, and teaching and learning styles) and discussed with reference to existing literature. The conclusions of this study enhance current understanding of studio music teaching, by supporting many of the findings of previous research and substantiating their application to advanced instrumental music teaching. This study provides new insights into the underlying structure of instrumental music lessons, the primacy of technique in terms of lesson content, the use of teaching strategies such as demonstration, evaluation and questioning, gender differences between teachers and between students, and the types of teaching and learning styles that are prevalent in conservatorium settings. Findings contribute to and extend existing research into applied music teaching.
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Weith, Jordan F. "Maternal Teaching Styles and Child Language Development in Young Puerto Rican Families." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent158680140051001.
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Miland, Shad. "Authoritarian versus nurturant teaching styles their effect on students' attitude toward reading /." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998milands.pdf.
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Little, James. "A Study of Divergent TA Teaching Styles in Inquiry Based Laboratory Education." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/193856.
Testo completoAbstract (sommario):
This dissertation is a study of the divergent behaviors evidenced by different TAs teaching inquiry based physics laboratories with minimal preparation on how to use techniques such as Socratic dialogue, wait time, and time management. The revised physics laboratory curricula, a four semester laboratory sequence, were studied over the course of two years and one of the laboratory manuals was rewritten and new techniques of TA training developed in order to align TA behavior with the ideals of inquiry based education. This revision was only partially successful, aiding TAs dramatically in improving their time management skills and use of their time, however not yielding dramatic improvements in their use of Socratic dialogue or leading questions.
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Brown, Elizabeth. "The use of learning styles in adaptive hypermedia." Thesis, University of Nottingham, 2007. http://eprints.nottingham.ac.uk/10577/.
Testo completoAbstract (sommario):
Computer-based learning has become a common phenomenon in the modern age. Many distance-learning systems distribute educational resources on the Internet and indeed entire study programmes are now widely available online. Such a large amount of content and information can be intimidating to learners, who may exhibit different individual characteristics, such as variation in goals, interests, motivation and/or learning preferences. This suggests that a uniform approach taken by learning environments to deliver materials and resources to students is not appropriate and that personalisation of such materials/resources should address users' differences to provide a customised learning experience, thus enhancing its effectiveness, lowering drop-out rates and maintaining high student motivation. This thesis addresses the latter issue of learning preferences, specifically investigating learning styles as an adaptation mechanism for personalised computer-based learning. A number of previous studies indicated the positive effect that this kind of adaptation provides, but under closer examination these were not conducted in a scientifically rigorous manner and thus their findings are somewhat limited. This research utilises a quantitative and highly objective approach to investigate visual/verbal and sequential/global learning styles in different user groups. Three user trials were carried out to discover whether there were any benefits to using these learning styles for studying in an adapted environment. Overall, no statistically significant benefits were found and these findings now shed doubt as to whether learning styles are indeed an effective mechanism for personalised learning.
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Miller, Brandi M. "The Impact of Individual Teaching Syles on Student Academic Achievement." Marietta College / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1154992170.
Testo completo
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Muthwii, S. M. "Classroom discourse in chemistry : A study of the teacher pupil discourse events in some Kenyan chemistry classrooms." Thesis, University of East Anglia, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.378744.
Testo completo
34
Al-Jaafreh, Khaddra. "Teaching styles in the delivery of Arabic grammar in the south of Jordan." Thesis, University of Huddersfield, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270440.
Testo completo
35
Ng, Siu-ping Connie. "Do students' thinking styles predict students' motivation and performance in project learning?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29793038.
Testo completo
36
Ryu, Youngtae. "An Experimental Investigation on the Effects of Learning Style and Presentation Methods on Knowledge Acquisition in a University Classroom Environment." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc279216/.
Testo completoAbstract (sommario):
The purpose of this study was to investigate the effects of four learning styles (accommodator, assimilator, converger, and diverger) and two different presentation methods (traditional and computer-based) on knowledge acquisition in a university classroom.
37
Johnson, Kyle F. "The Development of Two Units for Basic Training and Resources for Teaching English to Speakers of Other Languages: "Teaching Styles and Cultural Differences" and "Understanding Students' Learning Styles"." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2860.
Testo completoAbstract (sommario):
To create a much-needed program for training novice and volunteer English teachers, Dr. Lynn Henrichsen put together a team of interested TESOL graduate students who developed materials and resources for this purpose. Under his supervision and mentorship, each student helped with the development of units for a website and book titled, Basic Training and Resources for Teaching English to Speakers of Other Languages (BTRTESOL). Recognizing the target audience as novice teachers with little or no training in teaching English as a second language, each graduate student approached the development of each unit for this BTRTESOL program with this in mind. These untrained teachers are filling the gap that exists in areas of the world that are in need of well trained, certified TESOL teachers but lack resources because of poverty and the large quantity of students wanting to learn English. Owing to the great demand for English skills and the lack of trained teachers, there is a great need for the resources that this program and project provide. My part in this program included the design and development of two units, "Teaching Styles and Cultural Differences" and "Understanding Students' Learning Styles." These two units seek to help novice teachers understand teaching styles, learning styles, the role of culture, and the cultural mismatches that may exist between a teacher's style of teaching and a student's style of learning. These training units help novice teachers learn how to identify, teach, and expand students' learning styles in order to help them improve students' learning. Additionally, the units include information directing users to other resources for more information on these topics.
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Jones, Maxine Gayle. "A model for matching teaching to learning styles with right - left mode techniques." Theological Research Exchange Network (TREN), 1987. http://www.tren.com.
Testo completo
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Yu, Tak-ming, and 余德明. "The roles of teachers' teaching behavior in students' learning styles and academic achievement." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B47967730.
Testo completoAbstract (sommario):
This research aimed to investigate whether or not intellectual styles are
malleable and to study the effects of intellectual styles on learning achievement. These
aims were achieved through investigating whether or not teachers’ teaching behavior
could lead students to change their intellectual styles in learning, and examining the
relationship between students’ intellectual styles and learning achievement.
Surveys and an experiment were employed in this research. The surveys
consisted of two pilot studies (Study 1 and Study 2), while the experiment formed the
main study (Study 3). The pilot studies were performed to evaluate the two inventories
(the Questionnaire for Teacher Interaction and the Thinking Styles Inventory-Revised)
used in the main study, and to investigate the relationship between thinking styles and
preferred teacher teaching behavior among students and teachers.
Two hundred and forty-seven students and 94 teachers were recruited in
Studies 1 and 2, respectively. Findings in these two pilot studies verified that the two
inventories were applicable to Chinese secondary school teachers and students. These
two studies also revealed that preferred teacher teaching behavior and thinking styles
of students and teachers were related. In particular, students and teachers with a
dominant preference for Type I thinking styles preferred student-centered teaching
behavior to teacher-centered teaching behavior. Moreover, they preferred a wider range
of teaching behavior than did the students and teachers with a dominant preference for
Type II thinking styles. Also, in the teacher sample, the relationship between thinking
styles and preferred teaching behavior exhibited a clearer pattern than in the student
sample.
The experiment was an eight-month instructional research. Five
experimental classes were formed, with five teachers and 139 students as participants.
Each teacher taught one class, after being trained to adopt only one type of teaching
behavior to teach and to interact with students. Dominant, oppositional, and submissive
teaching behaviors were the respective types adopted for three of the classes. The
remaining two classes were taught by teachers adopting cooperative teaching behavior.
Hence, the experiment adopted a 2 (time) × 5 (learning environment)
repeated-measures design. Students’ thinking styles were measured by the Thinking
Styles Inventory-Revised before and after the experiment. Also, an investigation of
student learning achievement was conducted after classroom instruction.
The results showed that students’ thinking styles changed in all of the five
experimental classes, with teachers’ teaching behavior in teaching being the main
factor contributing to the changes. Moreover, teacher-centered and student-centered
teaching behaviors led to student thinking style changes along different directions.
Teacher-centered teaching behavior tended to cause student thinking style changes that
diverged from the teachers’ own preferred thinking styles, while student-centered
teaching behavior tended to shift students’ thinking styles in a direction towards their
teachers’ preferred thinking styles. Furthermore, students’ thinking styles and their
learning achievement were related. Specifically, Type II styles and the internal style
tended to positively predict student learning achievement, while Type I styles and the
external style tended to negatively predict learning achievement. Theoretical and
practical implications of these findings are also discussed.<br>published_or_final_version<br>Education<br>Doctoral<br>Doctor of Education
40
Sham, Sylvia. "Cultural differences in teaching and learning styles : a case study of Chinese adolescents." Thesis, Manchester Metropolitan University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336492.
Testo completo
41
Ventura, Ana Clara. "The hypothesis of matching about styles of learning and teaching at Higher Education." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/102237.
Testo completoAbstract (sommario):
A review of learning and teaching styles matching at university over the last ten years is presented. For this purpose, a review was carried out of the Dialnet, Redalyc, Scielo and Doaj data bases due to their scope and importance in the Hispanic context. The descriptors used in the search for information were the key words: learning styles, teaching styles and higher education. The data bases consulted produced a total of 53 papers, with only 17 of these complying with all the criteria for inclusion (paper: empirical research; sample: university;object: correspondence learning and teaching styles; time period 2002-2012; Spanish language). The literature review showed that the matching is researched and understanding from two approaches: (1) adaptive instruction or (2) stylistics. Results are discussed.<br>Se presenta una revisión de artículos empíricos sobre el ajuste instructivo entre estilos de aprendizaje y estilos de enseñanza en la universidad (2002-2012). Se consultaron las bases dedatos Dialnet, Redalyc, Scielo y Doaj debido a su impacto en el contexto latinoamericano. Los descriptores fueron: “estilos de aprendizaje”, “estilos de enseñanza” y “universidad”. Se identificaron 53 artículos, de los cuales 17 cumplían los criterios de inclusión (artículo:empírico; muestra: universitaria, objeto: ajuste estilos de aprendizaje y de enseñanza, recortetemporal, idioma español). La revisión de la literatura mostró que el ajuste se investiga,entiende y aborda desde dos líneas: (1) la instrucción adaptativa o (2) la estilística. Se discuten los resultados.
42
Laudadío, Julieta, and Claudia Mazzitelli. "Teaching styles of teachers from different higher education careers associated with Natural Science." Pontificia Universidad Católica del Perú, 2015. http://repositorio.pucp.edu.pe/index/handle/123456789/117356.
Testo completoAbstract (sommario):
Teaching styles manifest the preferences in kind of teaching of professors, which involve certain teaching conceptions (Heimlich & Norland, 2002). Identification of teaching styles is the starting point to reflect on teaching practices and consistency between the theoretical and the practical way of teaching. The aim of this study is to identify the predominant teaching styles in professors who work in different higher level careers related with natural science and to analyze them in relation to career guidance. The results show the need of thinking about the characteristics of teachers training and about the importance of the integrationbetween disciplinary and pedagogical aspects.<br>Los estilos de enseñanza manifiestan las preferencias en los modos de enseñar de los docentes, las cuales suponen determinadas concepciones de enseñanza (Heimlich & Norland, 2002). La identificación de los estilos de enseñanza es el punto de partida para reflexionar acerca de las prácticas de enseñanza y la coherencia entre la concepción teórica y el modo concreto de enseñar. El objetivo del presente trabajo es identificar los estilos de enseñanza predominantes en docentes de distintas carrera de nivel superior vinculadas con las ciencias naturales, y analizarlas en relación con la orientación de la carrera. Los resultados obtenidos evidencian la necesidad de reflexionar acerca de las características de la formación docente y sobre la importancia de la integración entre la formación disciplinar y la pedagógica.<br>Os estilos de ensino manifestam as preferências nos modos de ensinar dos docentes, as quais supõem determinadas concepções do ensino (Heimlich & Norland, 2002). A identificação dos estilos de ensino é o ponto de partida para reflexionar a respeito das práticas de ensino e a coerência entre a concepção teórica e o modo concreto de ensinar. O objectivo do presente trabalho é identificar os estilos de ensino predominantes em docentes de diferentes carreira de nível superior vinculadas com as ciências naturais, e analisá-las em relação à orientação da carreira. Os resultados obtidos evidencian a necessidade de reflexionar a respeito das características da formação docente e sobre a importância da integração entre aformação disciplinar e a pedagógica.
43
McCaskey, Stephen Jack. "Teaching Styles And Learning Strategies Of Illinois Secondary Career And Technical Education Teachers." Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1879032461&sid=1&Fmt=2&clientId=1509&RQT=309&VName=PQD.
Testo completoAbstract (sommario):
Thesis (Ph. D.)--Southern Illinois University Carbondale, 2009.<br>"Department of Workforce Education and Development." Keywords: ATLAS, Conti, G., Gary, CTE, Learning strategy, PALS, Teaching style, Career and Technical Education, Assessing the Learning Strategies of Adults, Principles of Adult Learning Scale. Includes bibliographical references (p. 103-117). Also available online.
44
Garrick, Marcia Gregor. "Elementary Teachers' Perceptions of Their Instructional Styles in the Teaching of Conflict Resolution." PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/1132.
Testo completoAbstract (sommario):
In order to assess current practices in the teaching of conflict resolution, this study examined (through survey methods) the perceptions of teachers in three Oregon school districts of similar size regarding the techniques they use to teach conflict resolution skills to their students, teachers' perceptions of the frequency of the use of those techniques, and teachers' perceptions of the effectiveness of those techniques. This study also compared the responses of teachers in school districts which provided teachers with staff development for the teaching of conflict resolution with the responses of those teachers from districts without that staff development. In addition, the survey examined the impact of cooperative learning on the teaching of conflict resolution. Data were reported in terms of frequency distribution, Spearman Correlation analysis, Chi Square, and Phi Correlations. The results indicate that elementary teachers use a wide variety of techniques to teach students how to get along with one another. Although they favor certain techniques, they do not use one technique to the exclusion of another. The hypothesis that demographic criteria may be linked to teachers' responses to the use of certain techniques was also rejected. Comparisons between responses of teachers from districts which supplied staff development for the teaching of conflict resolution and responses from teachers from districts which did not do so are inconclusive. Possible reasons may stem from different but, perhaps, equally enriching programs for the teaching of conflict resolution. Cooperative Learning is not primarily used as a method to teach conflict resolution. Those who use it, however, indicated that they saw increased conflict resolution skills as a by-product of that teaching method. The data gleaned in this survey would indicate that the following be considered when implementing a program for the teaching of conflict resolution: Conflict is a natural state which accompanies change and can act as a constructive force. Conflict in the classroom can provide a creative tension which helps to inspire problem-solving. Well-handled conflict can have benefits for increasing student motivation and may result in higher achievement and greater understanding of the subject. Conflict itself may prove to be an effective component of specific lessons. One apparent advantage to teaching appropriate use of conflict resolution is that if students know from their own experience that social relations need not be adversarial and that they can share power without losing influence, children may be better prepared to grow as global citizens.
45
Da, Lio Elisa <1991>. "Perceptual Learning Styles and Teaching Methods in Foreign Language Classroom: A Case Study." Master's Degree Thesis, Università Ca' Foscari Venezia, 2017. http://hdl.handle.net/10579/9699.
Testo completoAbstract (sommario):
The present research explores the learning styles preferences of seventy-two italian native-speakers high school students dealing with English as a foreign language, and examines whether traditional teaching methods do or do not match the pupils favoured perceptual styles. Students completed both a learning style (visual, auditory, kinesthetic, tactile, group and individual) self-assessment tool, and a questionnaire on technology, whose data were subsequently collected and analysed through a mixed quantitative and qualitative methodology. An experimental didactic approach was introduced, based on different activities and multiple teaching modalities to better meet the different necessities of each type of learners. Findings indicate touch is the perceptual modality students most preponderantly rely on, and this study explores the possibility technology may be both one of the reasons behind it and a potential educational answer. The role teachers hold is also discussed, together with the necessity of a more varied and malleable teaching approach.
46
Martin, David. "A comparison of the learning styles of the students with faculty teaching style profiles at the Jordan Evangelical Theological Seminary." Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.
Testo completo
47
Cheung, Chi-kit Fritz, and 張志傑. "Thinking styles and achievement in mathematics and language learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962841.
Testo completo
48
Fu, Jie. "A Study of Learning Styles, Teaching Styles and Vocabulary Teaching Strategies in Chinese Primary School : How Do They Differ and How Can They Be Integrated?" Thesis, Högskolan Kristianstad, Sektionen för Lärarutbildning, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-1053.
Testo completo
49
Gore, Kimmie Sue. "How Nursing Educators Address the Differing Learning Styles of Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/183.
Testo completoAbstract (sommario):
Educational research has shown that student learning styles, and educators' consideration of learning styles, significantly influence the academic success of adult learners. This project study was designed to identify the perceptions and attitudes of nursing faculty concerning student learning styles and consideration of student learning styles in their praxis. The study was guided by Malcolm Knowles' theory of andragogy, and investigated nursing educators' knowledge about learning styles and course delivery with regards to students with different learning styles. It used a descriptive multiple case study approach and collected data among nursing educators using the Principles of Adult Learning Survey (PALS) (n = 9), teacher interviews (n = 9), and classroom observations (n = 6). The qualitative interview data were analyzed using the constant comparative method, and the PALS and observational data were analyzed using descriptive quantitative methods. The results indicated deficiencies in nursing instructors' knowledge of student learning styles and in nursing instructors' learning style-driven course delivery. Respondents notably cited time limitations, class size, and student resistance as barriers in implementing teaching strategies to address learning style differences. A notable study outcome was developing a 3-day seminar for nursing educators focusing on the deficiencies and barriers identified in the study. Implementing this program may promote positive social change for both nursing educators and nursing students by addressing barriers to learning style-driven teaching methods and facilitating student learning style consideration in planning and delivering nursing education, promoting improved academic performance by nursing students.
50
Schneiderheinze, Douglas Dean. "EXAMINING THE RELATIONSHIP AMONG STUDENTS' LEARNING STYLES, TECHNOLOGY ACCEPTANCE, AND STUDENTS' COMPLETION RATES IN E-LEARNING AND TRADITIONAL CLASS ENVIRONMENTS." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/dissertations/444.
Testo completoAbstract (sommario):
Distance learning is gaining popularity in many education environments. Online classes are on the increase because students need alternatives to traditional face-to-face classroom training. Time constraint on today's students coupled with the need for education to keep up with advances in technology, in all fields, has forced educators to facilitate training avenues other than traditional methods to perform this pedagogy. Students' perceptions of online classes along with differing learning styles are making this process challenging. Many colleges and universities are reporting alarmingly higher dropout rates of online students versus their traditional classroom students. There are many variables that can be attributed to this outcome and current research is looking at ways to increase the completion rate of this growing learning alternative. The purpose of this study is to examine some of the variables involved in the learning process that might have an effect on the online learning process. This may lead to a better understanding of why the completion rates are lower for online students. Some of the variables reviewed in this study are learning styles and technology acceptance, both of which can have an influence on the student's reception of the learning material. Online students scored higher in all but one of the technology acceptance scores. Learning styles showed a greater number of read/write learners in online classes and a greater number of kinesthetic learners in traditional classes. Instructors teaching styles also had a relationship with the students' successful completion of online classes.