ERIC Number: ED364644
Record Type: RIE
Publication Date: 1991-Apr
Reference Count: 0
The Multidimensional Training Model: Linking Teaching/Learning Styles with Teacher Expectations.
This paper presents an overview of the research and literature on teaching/learning styles and teacher expectations. It also provides a rationale for linking teaching/learning styles with teacher expectations and establishes the basis for the pedagogy of Turning Point. Turning Point is a teacher training program that allows teachers to recognize the variety of learning and teaching styles that will enable them to teach diverse students of differing genders and different racial and ethnic groups effectively. The necessary conditions for program implementation are discussed in the context of application of the multidimensional staff development training model in a large urban school district. In addition, it presents an analysis of the data collected in summer 1990 when the model was implemented in six summer school classrooms of the San Diego (California) Unified School District. Data include attendance and academic achievement information and results of surveys of 58 parents and teachers. Results indicate that the transformation process is complex and requires close supervision, appropriate skill training, and practice opportunities, but that Turning Point is off to a great start in San Diego. (Contains 15 references.) (SLD)
Descriptors: Academic Achievement, Cognitive Style, Elementary Education, Elementary School Teachers, Inservice Teacher Education, Literature Reviews, Program Implementation, Racial Differences, Sex Differences, Staff Development, Teacher Expectations of Students, Teaching Methods, Training, Urban Schools
Publication Type: Information Analyses; Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Multidimensional Models; San Diego Unified School District CA; Turning Point Program
Note: For related documents, see UD 029 626-628. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 3-7, 1991).