NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ553503
Record Type: CIJE
Publication Date: 1997
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISSN: ISSN-0001-8449
Temperament-Based Learning Styles as Moderators of Academic Achievement.
Horton, Connie Burrows; Oakland, Thomas
Adolescence, v32 n125 p131-41 Spr 1997
Tests the hypothesis that students learn best when teachers use strategies consistent with students' temperament-based learning style. Analysis of 417 seventh graders did not support the hypothesis--student achievement was significantly higher when instructional strategies that were designed to promote personalized learning were used. Implications are discussed. (RJM)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A