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ERIC Number: EJ830473
Record Type: Journal
Publication Date: 2007
Pages: 20
Abstractor: As Provided
Reference Count: 27
ISBN: N/A
ISSN: ISSN-0022-1864
Cognitive and Teaching Style Preferences of Officers Attending the Air Force Reserve Officer Training Instructor Course
Kraska, Marie; Harris, Stephen
Journal of Industrial Teacher Education, v44 n1 p5-24 Spr 2007
The purpose of this study was to investigate the relationship between the cognitive style and teaching style preferences of instructors enrolled in the Reserve Officer Training Corps instructor course at the Academic Instructor School at Maxwell Air Force base. Sixty-five cases were examined for two research questions: (1) To what extent is there a relationship between cognitive style and teaching style preferences and (2) Is there a combination from the variables (a) gender, (b) age group, (c) ethnicity, (d) marital status, and (e) education level that will predict the KAI score for cognitive styles and the PALS score for teaching style preferences of the instructors in the Academic Instructor School? Correlation analysis indicated no significant relationship between cognitive style and teaching style preferences. Multiple regression analysis revealed no predictor variables for either cognitive style or teaching style. Multiple regression procedures indicated that both instruments performed according to the theory with Pearson r coefficients at the 0.05 and 0.01 levels of significance. Recommendations addressing sameness and lack of change in educational institutions include investigating additional variables, including other ranks and personnel from other Air University system schools, and examining cognitive style and teaching style preferences of non-military educational personnel. (Contains 4 tables.)
National Association of Industrial and Technical Teacher Educators. Web site: http://scholar.lib.vt.edu/ejournals/JITE/
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A