ERIC Number: EJ343134
Record Type: CIJE
Publication Date: 1986
Reference Count: 0
Teacher-Student Cognitive Style and Academic Achievement: A Review and Mini-Meta-Analysis.
Garlinger, Delane K.; Frank, Bernard M.
Journal of Classroom Interaction, v21 n2 p2-8 Sum 1986
Results are presented of a meta-analysis of a review of studies on the effects on academic achievement associated with matching students and teachers on field dependent-independent cognitive styles. A slightly higher level of achievement by students was noted when cognitive styles were matched. (JD)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A