The Relationship Between the Learning Styles of Middle School Students and the Teaching and Learning Styles of Middle School Teachers and the Effects on Student Achievement of Students' Learning Styles and Teachers' Learning and Teaching Styles
The Relationship Between the Learning Styles of Middle School Students and the Teaching and Learning Styles of Middle School Teachers and the Effects on Student Achievement of Students' Learning Styles and Teachers' Learning and Teaching Styles

Author: Vanessa M. Morrow

Publisher:

Published: 2011

Total Pages: 162

ISBN-13:

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This case study of a rural West Tennessee school district examines the relationship of the learning styles of middle school students and the learning and teaching styles of middle school teachers and the effects on student achievement. With the use of the Index of Learning Style Survey (ILS), the Paragon Learning Style Inventory (PLSI), and the Survey of Teaching Styles Questionnaire, 577 students and 30 teachers were surveyed to explore if there is a relationship between the learning and teaching styles of teachers, as well as determining if students' learning styles impact their achievement. The study finds that there is a significant relationship among 1) teachers' learning styles and students' learning styles; and 2) teachers' teaching styles and students learning styles. Results show that there is no significant relationship between student achievement and students' learning or between students' achievement score and the teaching and learning styles of teachers. Seventh grade English was the only time a significant difference was found in student achievement when teachers had different styles of learning.

Educational Psychology for Learning and Teaching
Educational Psychology for Learning and Teaching

Author: Dr Sue Duchesne

Publisher: Cengage AU

Published: 2018-10-01

Total Pages: 716

ISBN-13: 017041082X

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Educational Psychology for Learning and Teaching introduces key theories of development and learning to help you understand how learners learn, and how educators can be more effective in their teaching practice. Featuring current research on the various dimensions of learning and teaching alongside traditional theories, it provides a clear framework of theory and evidence that supports modern education practices. Taking a comprehensive approach, this text investigates how to apply psychology principles to education contexts to enhance learning and teaching quality, particularly for accommodating individual student needs. This wholly Australian and New Zealand text caters for those who are planning to work with any age range from early childhood to adolescence and beyond. With a greater focus on resilience in education settings, the discussion of creativity alongside intelligence and a broader discussion on diversity, this new edition is up-to-date for the pre-service teacher. New, print versions of this book come with bonus online study tools on the CourseMate Express and Search Me! platforms Premium online teaching and learning tools are available to purchase on the MindTap platform Learn more about the online tools cengage.com.au/learning-solutions

Practical Approaches to Using Learning Styles in Higher Education
Practical Approaches to Using Learning Styles in Higher Education

Author: Rita Dunn

Publisher: Bloomsbury Publishing USA

Published: 2000-04-30

Total Pages: 280

ISBN-13: 0313002827

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Dunn and Griggs challenge the traditional instructional process of lecture/discussion in college classroom and describe the theory, practice, and research that support a wider variety of approaches to better accommodate the learning-style preferences of each student. Twenty-five practitioners from varied backgrounds and disciplines, representing 14 colleges and universities, outline alternative strategies they use with diverse students in their institutions of higher education. Some of these practitioners have been using learning-style for decades. Others have conducted research to test the various tenets of the Dunn and Dunn Learning- Style Model, and a few, only for the past five years, have begun providing instructional strategies that are congruent with their students' preferences. A road map is provided for college faculty to assist them in moving toward accommodating students' learning-style strengths by comparing the major theories of learning styles that range from uni- to multi-dimensional in scope. Strategies include: identifying and administering valid and reliable instruments for assessing college students' learning styles, interpreting assessment results so that each student becomes aware of his/her own strengths and is provided a computer-generated prescription for improving their study skills and successfully completing assignments, designing instruction to respond to both global and analytic students' processing styles, developing course content and materials to accommodate the learning-style preferences of college students, and evaluating the impact of learning-styles-based instruction.

Differentiating Instruction for At-risk Students
Differentiating Instruction for At-risk Students

Author: Rita Dunn

Publisher: Rowman & Littlefield

Published: 2009

Total Pages: 203

ISBN-13: 157886982X

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When the activities described herein are introduced to students whose learning styles they match, most will demonstrate strong abilities to learn and remember new and difficult content within the first four months of beginning_if not earlier. This book is written to prevent more children from becoming at risk and to help those who already have fallen behind their classmates and do not enjoy school.