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Peer reviewed Peer reviewed
ERIC Number: EJ560193
Record Type: Journal
Publication Date: 1997
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0144-3410
EISSN: N/A
Secondary School Teachers and Learning Style Preferences: Action or Watching in the Classroom?
Veronica, M.; Lawrence, M.
Educational Psychology, v17 n1-2 p157-70 Mar-Jun 1997
Uses the "Learning Styles Questionnaire" (LSQ) with secondary school teachers to identify four preferred learning styles among: activist, reflector, theorist, and pragmatist. Discusses these preferences in light of teachers' values, positions, and subject specialization. Considers the role these preferences could play in secondary education classroom management. (MJP)
Descriptors: Classroom Techniques, Cognitive Psychology, Cognitive Style, Educational Psychology, Foreign Countries, Learning Processes, Learning Theories, Metacognition, Psychoeducational Methods, Secondary Education, Teacher Attitudes, Teacher Role, Teaching Models, Teaching Styles
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A