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ERIC Number: ED540146
Record Type: Non-Journal
Publication Date: 2011
Pages: 145
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-2671-1743-4
ISSN: N/A
Influence of Teacher's Learning Style on Implementation of Developmentally Appropriate Practices
Crocker, Catherine D.
ProQuest LLC, Ph.D. Dissertation, Northcentral University
The purpose of this mixed method embedded study was to examine the relationship teachers' cognitive learning style may have upon implementation of specific teaching strategies. Research has shown that cognitive learning style not only impacts how an individual's mind organizes information, but also affects choices made in respect to learning and teaching. With respect to teaching, research indicates that developmentally appropriate practices (DAP) are a highly effective teaching strategy. However, no research has been found regarding the relationship of teachers' cognitive learning style and decision to implement DAP. It is for this these reasons that the study focused upon the cognitive learning style of 125 United States private elementary educators (preschool through fifth grade) and how it influenced the frequency with which these educators implemented DAP. The identification of the cognitive learning style of the teachers was accomplished via an online version of the Felder-Soloman's Index of Learning Styles (ILS). Teacher responses to an online version of the Teacher Practices Survey (TPS) were used in the determination of the frequency of DAP implementation. The qualitative data collected and analyzed from 13 individual teacher interviews concerning their implementation of DAP was applied as a support mechanism for the quantitative data. The findings of this study were mixed in that the quantitative data indicated a teacher's learning style did not influence the choice and frequency of DAP implementation (p = 0.522), whereas the interview responses indicated that 84.6% of the teachers believed their learning style influenced the choice and frequency of DAP implementation. Therefore, the null hypothesis regarding the absence of a relationship between teachers' learning style and implementation of DAP could not be rejected. It is recommended that future research be conducted with alternative assessments as well as include stratification of the grade levels and years of teaching experience to understand this relationship more. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Early Childhood Education; Elementary Education; Elementary Secondary Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A