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| Main Authors: | , |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
1988
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=ED303428 |
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Table of Contents:
- Discriminant Analysis of Teachers' Learning Styles: Profiled by Teaching Areas. Kirk, Pamela A. O'Neal, E. C. Cognitive Style Comparative Analysis Elementary Secondary Education Individual Differences Learning Processes Public School Teachers Teacher Attitudes This study sought to determine if 17 affective variables on the Canfield Learning Styles Inventory Form S-A would discriminate among teaching areas of Mississippi public school teachers. The learning style inventory was administered to 86 teachers grouped into four teaching areas: elementary, secondary, special education, and others (library personnel, physical education, art and music). The mean scores were used to construct a learning style profile for each of the groups. The elementary group had a preference for interpersonal relations with individuals, a need for working independently, a structured learning environment, manipulation of mathematical concepts and qualitative symbols, learning through printed materials, and overall high expectancy. Secondary teachers revealed a preference for: competition, authority, numeric content, reading, and overall high expectancy. The special education group indicated a preference for: comparisons, competition, a controlled teacher-directed learning environment, involvement with numbers and reading. The "other" group had a preference for peer affiliations, controlled learning environment, numeric manipulations, reading and an overall high expectancy score. Implications for effective teacher workshops are discussed. (JD)