Dentist-assistant interaction styles in Jordan.

PubMed

Khader, Y S; Abu-Sharbain, G

2009-05-01

To assess dentist-assistant interaction and communication styles and their associated factors in Jordan. Three different areas in Amman where private dental clinics heavily cluster were chosen. The researcher visited all dental clinics in these areas and invited dentists to participate in this study. A structured self-administered questionnaire was designed and included the 22 items on staff communication that were used by Gorter and Freeman to assess communication styles. The culturally adapted items were analysed in such a way to reflect the structure that is used in the original study. There was a significant interaction between dentist's gender and communication styles (F = 3.8, P = 0.022). The only significant difference between men and women was for professional leadership style (P = 0.011) where men were more likely to adopt professional leadership style than women. For men, the average score for friendly leadership style was significantly lower than that for other styles. For women, the average score was the highest for gender interacting style which was significantly higher than that for friendly leadership style and professional interacting style, but not business leadership style. Communication and interaction styles between Jordanian dentists and their assistants differ according to gender. Jordanian dentists are less likely to adopt friendly leadership communication style compared with other styles.

What Makes a Motivating Teacher? Teachers' Motivation and Beliefs as Predictors of Their Autonomy-Supportive Style

ERIC Educational Resources Information Center

Katz, Idit; Shahar, Bat-Hen

2015-01-01

Findings from several studies suggest that teachers who embrace an autonomy-supportive style vis-à-vis their students promote student motivation. However, the question of what makes teachers adopt this supportive style remains unanswered. Using Self-Determination Theory as a framework, we suggest that teachers' own motivation and their beliefs…

Relationships between Teachers' Perceived Leadership Style, Students' Learning Style, and Academic Achievement: A Study on High School Students

ERIC Educational Resources Information Center

Yildirim, Osman; Acar, Ahmet Cevat; Bull, Susan; Sevinc, Levent

2008-01-01

There is debate about whether the leadership style of the teacher or the learning style of the student affects academic achievement more. A large sample (n = 746) of eighth-grade students in Istanbul, Turkey, participated in a study where the leadership style of the teacher was assessed in terms of people orientation and task orientation. The…

Examining Explanatory Style's Relationship to Efficacy and Burnout in Teachers

ERIC Educational Resources Information Center

Fineburg, Amy Cheek

2010-01-01

Explanatory style, the ways in which people explain both good and bad events (Seligman, 1998), shares theoretical components with teachers' sense of efficacy (Tshannon-Moran & Woolfolk-Hoy, 2001), which is how capable teachers feel about teaching. According to Bandura (1994), efficacy informs explanatory style, but this assertion does not…

Understanding the Change Styles of Teachers to Improve Student Achievement

ERIC Educational Resources Information Center

Bigby, Arlene May Green

2009-01-01

The topic of this dissertation is the understanding of teacher change styles to improve student achievement. Teachers from public schools in a state located in the northern plains were surveyed regarding their Change Styles (preferred approaches to change) and flexibility scores. The results were statistically analyzed to determine if there were…

Cognitive Type Theory & Learning Style, A Teacher's Guide.

ERIC Educational Resources Information Center

Mamchur, Carolyn

This guide provides a practical explanation of cognitive type theory and learning style that will help teachers meet students' needs and discover their own strengths as teachers and colleagues. The introduction provides an overview of the book from the perspective of a high school classroom teacher. Part One introduces the theory of psychological…

Teacher-Student Cognitive Style and Achievement in Biology.

ERIC Educational Resources Information Center

Jolly, Pauline E.; Strawitz, Barbara M.

1984-01-01

Investigated the consequences of teacher-student cognitive style (field dependence- FD and independence- FI) matches and mismatches on student achievement in biology. Results suggest that whereas FI students may be taught by and achieve equally well with either FI or FD teachers, FD students are more successfully taught by FI teachers. (JN)

The Influence of Leadership Style on Teacher Job Satisfaction.

ERIC Educational Resources Information Center

Bogler, Ronit

2001-01-01

Examines principals' leadership style (transformational or transactional), decision-making process (autocratic or participative), and teachers' occupation perceptions on teacher job satisfaction in Israel. Finds that teacher perceptions of occupational prestige, self-esteem, autonomy at work, and professional self-development contribute the most…

On the Outs: Learning Styles, Resistance to Change, and Teacher Retention

ERIC Educational Resources Information Center

Overbay, Amy; Patterson, Ashley Seaton; Grable, Lisa

2009-01-01

This study examined the relationship between learning style, level of resistance to change, and teacher retention in schools implementing an intensive schoolwide technology and media integration model. Researchers found that teachers with ST (sensing-thinking) and SF (sensing-feeling) learning style preferences, as described by the Myers-Briggs…

Using a Complexity Approach to Study the Interpersonal Dynamics in Teacher-­Student Interactions: A Case Study of Two Teachers

ERIC Educational Resources Information Center

Pennings, Helena J. M.

2017-01-01

In the present study, complex dynamic systems theory and interpersonal theory are combined to describe the teacher-student interactions of two teachers with different interpersonal styles. The aim was to show and explain the added value of looking at different steps in the analysis of behavioral time-series data (i.e., observations of teacher and…

Relationship between Academic Optimism and Classroom Management Styles of Teachers--Case Study: Elementary School Teachers in Isfahan

ERIC Educational Resources Information Center

Moghtadaie, L.; Hoveida, R.

2015-01-01

The purpose of this study was to investigate the relationship between classroom management styles of the teachers and their academic optimism. In this study, three types of classroom management styles (interventionist style, interactionist style, and non-interventionist style) have been considered. Research community is all public primary school…

Examining the Relationships between Primary School Principals' Power Styles and Teachers' Professional Behaviors

ERIC Educational Resources Information Center

Kosar, Serkan; Kilinç, Ali Çagatay; Er, Emre; Ögdem, Zeki; Savas, Gökhan

2014-01-01

The purpose of this study was to examine the relationship between primary school principals' power styles and teacher professionalism. A total of 264 teachers employed in 10 primary schools in Kastamonu, Turkey, participated in this study. Kosar's (2008) "Power Styles Scale,"and the "Teacher Professionalism Scale"--originally…

Thinking Styles of Primary School Teachers in Beijing, China

ERIC Educational Resources Information Center

Wang, Ying; Pang, Nicholas Sun-Keung

2013-01-01

Previous studies on teachers' thinking have usually related to teaching and learning, and concentrated on classroom-level outcomes. In this study, an organizational and administrative perspective was adopted in examining teachers' thinking style. Data collected were from a sample of 268 in-service teachers from 6 primary schools in Beijing, China.…

Exploring the Relationship between the Ventures for Excellence Teacher StyleProfile Data and Teacher Performance

ERIC Educational Resources Information Center

Nelson, Barry

2013-01-01

The purpose of this study was to determine if a commercial teacher selection tool, the Ventures for Excellence Teacher StyleProfile, had a statistically significant relationship with teacher evaluation and performance feedback data gathered during a teacher's first year of teaching in the Midwest School District. A review of the literature…

Self-Perception versus Students' Perception of Teachers' Personal Style in College Science and Mathematics Courses

NASA Astrophysics Data System (ADS)

Ben-Chaim, David; Zoller, Uri

2001-06-01

This study focuses on the assessment of students' (N=138) versus their teachers' (N=8) self-perception of the latter's personal style (PS) in the context of science and mathematics teaching in college; it uses the Personal Style Questionnaire and structured interviews for this purpose. The teacher's preferred (the ideal) and the actual personal style profiles thus obtained indicate that there is a good correspondence between the students' and teachers' perceptions concerning the preferred personal style of teachers. It also indicates that the students assess quite adequately the actual PS of their teachers. Regarding the significance of the association between the students' preferred and the teachers' actual PS in College science and mathematics teaching for effective learning, the self-modification of PS by reflective prospective and in-service science teachers is recommended.

Turkish Pre-Service Physics Teachers' Preferred Learning Styles

ERIC Educational Resources Information Center

Kandil Ingec, Sebnem

2015-01-01

This study aims to determine the dominant learning styles of pre-service physics teachers and to examine them in terms of variables such as gender, information and communication technologies skills, academic achievement and type of motivation. Survey model was used. The sample composed of 50 pre-service physics teachers. The data were collected…

Learning Style Preferences of Student Teachers: A Cross-Cultural Perspective

ERIC Educational Resources Information Center

Sywelem, Mohamed; Al-Harbi, Qassem; Fathema, Nafsaniath; Witte, James E.

2012-01-01

All students learn, but not all learn in the same way. Educational researchers postulate that everyone has a learning style. This article examines how cultural variability is reflected in the learning style of students in Egypt, Saudi Arabia and United States. In this study, the learning styles of over 300 students in Teacher Education…

Facebook Connection Styles among Physical Education Teacher Candidates

ERIC Educational Resources Information Center

Erdogdu, Murat

2016-01-01

The purpose of this study is to determine the Facebook connection styles of physical education (PE) teacher candidates. The participants were composed of 626 (age = 21.21 ± 2.024) physical education teacher candidates from the departments of Physical Education and Sports. They teach in five different universities. It was done in 2014-2015 academic…

Teacher-Perceived Principal Leadership Styles, Decision-Making Styles and Job Satisfaction: How Congruent Are Data from Indonesia with the Anglophile and Western Literature?

ERIC Educational Resources Information Center

Hariri, Hasan; Monypenny, Richard; Prideaux, Murray

2016-01-01

School leadership is seen as important for both schools and for government and private policy-makers. The relationships between teacher-perceived principal leadership styles, teacher-perceived principal decision-making styles and teacher-perceived job satisfaction in schools in Lampung Province, Indonesia were examined. Data were collected by…

Pre-Service Secondary Science and Mathematics Teachers' Classroom Management Styles in Turkey

ERIC Educational Resources Information Center

Yilmaz, Kursad

2009-01-01

The aim of this study is to determine Pre-service secondary science and mathematics teachers' classroom management styles in Turkey. In addition, differences in pre-service secondary science and mathematics teachers' classroom management styles by gender, and field of study were examined. In the study, the survey model was employed. The research…

What Are the Thinking Styles of Turkish Student Teachers?

ERIC Educational Resources Information Center

Fer, Seval

2007-01-01

Background: The Thinking Styles Inventory--developed by Sternberg and Wagner based on Sternberg's (1988, 1997) earlier theory of mental self-government--was selected for the research in order to assess thinking styles of student teachers. Another reason is that the theoretical constructs, as well as the inventory generated from the theory, have…

Learning Styles and Teacher Training: Are We Perpetuating Neuromyths?

ERIC Educational Resources Information Center

Lethaby, Carol; Harries, Patricia

2016-01-01

Recent research suggests that brain-based teaching, as exhibited in the idea of teaching to address perceptual learning styles, has no basis in what scientists are learning about the brain and how it works. This article questions whether training teachers to assess and accommodate learning styles is harmless or potentially poor educational…

Correlational Study of Leadership Style and Teacher Job Satisfaction in Two Head Start Programs

ERIC Educational Resources Information Center

Miles, Wanda L.

2010-01-01

The purpose of this study was to examine the relationship between leadership style and teacher job satisfaction. The population sample consisted of teachers within two preschool programs. The research study sought to understand the leadership styles of preschool program directors while examining concerns related to preschool teachers' job…

Pre-Service Teachers' Constructivist Teaching Scores Based on Their Learning Styles

ERIC Educational Resources Information Center

Kablan, Zeynel; Kaya, Sibel

2014-01-01

This study examined the relationship between pre-service teachers' constructivist teaching and their learning styles based on Kolb's Experiential Learning Theory. The Learning Styles Inventory-3 was administered at the beginning of the semester to determine preferred learning style. The Constructivist Teaching Evaluation Form was filled out by…

Achievement Motivation of Primary Mathematics Education Teacher Candidates According to Their Cognitive Styles and Motivation Styles

ERIC Educational Resources Information Center

Yaman, Hakan; Dündar, Sefa; Ayvaz, Ülkü

2015-01-01

The aim of this study is to reveal whether there is relation between achievement motivations of teacher candidates according to their cognitive styles and motivation styles or not. This study was designed as a quantitative study due to collecting quantitative data and running statistical analyses. Both comparative and correlational survey methods…

Coping Styles as Mediators of Teachers' Classroom Management Techniques

ERIC Educational Resources Information Center

Lewis, Ramon; Roache, Joel; Romi, Shlomo

2011-01-01

This study reports the relationships between coping styles of Australian teachers and the classroom based classroom management techniques they use to cope with student misbehaviour. There is great interest internationally in improving educational systems by upgrading the quality of teachers' classroom management. However, the relationship between…

Correlation between Students' Self-Efficacy and Teachers' Educational Leadership Style in Iranian Midwifery Students.

PubMed

Sohrabi, Zohreh; Kheirkhah, Masoomeh; Sahebzad, Elahe Sadegi; Rasoulighasemlouei, Seyedehsahel; Khavandi, Siamak

2015-12-18

Self-efficacy is believe in and feeling of ability to complete work. One of these factors is educational teachers ' role. This study aimed to determine relationship between teachers' leadership style and students' self-efficacy in midwifery students. This Study is a cross sectional correlation study. Sampling was conducted in midwifery students in Bachelor Science degree in 2013. Data collection tools were multi leadership questionnaire and self-efficacy clinical performance. After explaining the goals of study, 97 students completed the questionnaire. Scoring the questionnaire was based on a Liker's scale (0-5).Data were analyzed by SPSS 16. Correlation coefficient test was adopted to investigate the relationship and p value was considered 0.05. Mean of self-efficacy scores were 116.12 (24.66.). In 53.3% of the cases, self-efficacy was good, in 42.2% moderate and in 4.3%, it was bad. The majority of the students (88.9%) reported that their teachers had an idealized style in leadership. About 94.6% of the students with good self- efficacy believed that their teachers' leadership style was transformational style. There was a significant correlation between self- efficacy and leadership style (p<0.05). Results showed that transformational style is appropriate for midwifery teachers.

Teacher Perceptions of Administrator Leadership Styles Regarding Job Satisfaction

ERIC Educational Resources Information Center

Johnson, Zachary Tyler

2017-01-01

One of the greatest challenges within education is a growing shortage of teachers (Epps & Foor, 2015). Various factors can be attributed to this phenomenon; however, two major factors that influence teachers to leave the profession are accountability and administrator leadership styles (Weinbaum, Weis, & Beaver, 2012). These two factors…

The Relation between Prospective Teachers' and Their Parents' Learning Styles

ERIC Educational Resources Information Center

Vural, Levent

2016-01-01

The aim of this study is to investigate the relation between the learning styles of teacher candidates and those of their parents. Relational survey method has been employed to conduct the study. The target group contains 211 novice teachers studying at different teacher training departments of a Turkish university. The Grasha-Riechmann Student…

The Impact of Teacher Conflict Styles on Student Discipline Outcomes: A Triangulation Study of the Symbolic Interaction of the Teacher as Agent within the School Organizational Structure: A Case Study of Teacher Conflict Style Selection and the Discipline Outcomes That Result from Each Conflict Style

ERIC Educational Resources Information Center

Borrazzo, Marie E.

2005-01-01

Research was centered on "at risk" students enrolled in an Academy that was designed to specifically meet "at risk" student needs. Teacher response styles during the discipline process was the center of the research given that "at risk" students are suspended more frequently than students typically falling into the "regular" student population.…

Student Music Teachers' Learning Styles in Theoretical and Practical Situations

ERIC Educational Resources Information Center

Calissendorff, Maria

2015-01-01

This study analyzes and compares the results of a survey and an interview investigation concerning the learning styles of 32 student music teachers at The University College of Music Education (SMI) in Sweden. The students' learning style preferences were examined through a productivity environmental preference survey (PEPS), a computer-based…

Finnish Physical Education Teachers' Self-Reported Use and Perceptions of Mosston and Ashworth's Teaching Styles

ERIC Educational Resources Information Center

Jaakkola, Timo; Watt, Anthony

2011-01-01

The main purpose of the study was to analyze teaching styles used in Finnish physical education. Another aim was to investigate the relationships between background characteristics of teachers and use of teaching styles. The participants of the study were 294 (185 females and 109 males) Finnish physical education teachers. The teachers responded…

Beliefs Regarding Classroom Management Style: Differences between Novice and Experienced Teachers.

ERIC Educational Resources Information Center

Martin, Nancy K.; Baldwin, Beatrice

Beliefs regarding classroom management vary among teachers and play an important role in effective instruction. The primary goal of this study was to investigate the differences between the beliefs of experienced teachers and novice teachers regarding classroom management styles. Within this study, classroom management is defined as a…

Contributions of Teachers' Thinking Styles to Critical Thinking Dispositions (Istanbul-Fatih Sample)

ERIC Educational Resources Information Center

Emir, Serap

2013-01-01

The main purpose of the research was to determine the contributions of the teachers' thinking styles to critical thinking dispositions. Hence, it is aimed to determine whether thinking styles are related to critical thinking dispositions and thinking styles measure critical thinking dispositions or not. The research was designed in relational…

Differences between Student Teachers' Implementation and Perceptions of Teaching Styles

ERIC Educational Resources Information Center

Zeng, Howard Z.

2016-01-01

Research studies on Spectrum of Teaching Styles (STS) theories have verified that mastering and implementing various teaching styles is the ideal way to match up the needs of diverse learners, the variety of content knowledge, and educational goals; however, little is known about how student teachers use and perceive various STS. The purpose of…

Teacher Styles in Questioning and Explaining. Technical Report No. 39.

ERIC Educational Resources Information Center

Moore, Carol Ann

The primary purpose of this study was to identify and describe individual differences in teaching style (i.e., teachers' patterns of questioning and explaining) in a standardized teaching situation. The secondary purpose was to explore relationships between teaching behavior and other teacher characteristics: teaching experience; sex and selected…

Leadership Styles and Teachers' Job Satisfaction in Tanzanian Public Secondary Schools

ERIC Educational Resources Information Center

Nyenyembe, Fabian W.; Maslowski, Ralf; Nimrod, Beatrice S.; Peter, Levina

2016-01-01

This study explores the relationship between leadership styles applied by school heads and teachers' job satisfaction in Tanzanian secondary schools. Using a questionnaire, data in this study was collected from 180 teachers in ten secondary schools in Songea District in Tanzania. The most salient finding of this study revealed that teachers were…

The Effects of Elementary School Principals' Leadership Styles and the Preferred Managerial Styles of Teachers on Student Achievement

ERIC Educational Resources Information Center

Pichon, Christopher, Sr.

2010-01-01

The objective of this study is to identify principal leadership styles and teacher preferred principal leadership styles, as well as to examine the independent and combined effects of these variables on the TAKS Mathematics achievement scores of elementary students. School leadership affects every aspect of an institution. Studies reveal that the…

Interpersonal Perceptions as a Factor in Teacher Perceptions of Supervisory Style.

ERIC Educational Resources Information Center

Churukian, George A.; Cryan, John R.

The purpose of this study was to establish whether or not teacher perceptions of the quality of their interpersonal relationships with their supervisor were related to teacher perceptions of supervisor style. Data were collected from 204 student teachers involved in a student teaching experience in a large, central New York area from 1967-70.…

Supporting Teachers in Identifying Students' Learning Styles in Learning Management Systems: An Automatic Student Modelling Approach

ERIC Educational Resources Information Center

Graf, Sabine; Kinshuk; Liu, Tzu-Chien

2009-01-01

In learning management systems (LMSs), teachers have more difficulties to notice and know how individual students behave and learn in a course, compared to face-to-face education. Enabling teachers to know their students' learning styles and making students aware of their own learning styles increases teachers' and students' understanding about…

The Relationship between Leadership Styles (Autocratic and Democratic) of School Administrators and the Mobbing Teachers Suffer

ERIC Educational Resources Information Center

Peker, Sevinç; Inandi, Yusuf; Giliç, Fahrettin

2018-01-01

The aim of the study is to investigate the relationship between democratic and autocratic leadership styles of school administrators and mobbing teachers experience as well as determining whether these leadership styles predict the mobbing level teachers suffer. The data in the study were collected from 395 primary school teachers (165 male and…

Analyzing the Learning Styles of Pre-Service Primary School Teachers

ERIC Educational Resources Information Center

Özdemir, Muhammet; Kaptan, Fitnat

2017-01-01

The purpose of this research is to analyze the learning styles of pre-service primary school teachers by various variables. The universe of the research is composed of 2136 pre-service primary school teachers study in freshman (first year) and senior (fourth year) classes of Faculty of Education School Teaching department in Gazi University,…

Consistency of Principals' Leadership Styles and Teachers' Perceptions in the Commonwealth of the Northern Marianas.

ERIC Educational Resources Information Center

Quitugua, Jacqueline A.

The consistency of principals' self-perceptions of their leadership styles with those of their teachers is determined in this study. Other focuses include differences between elementary and secondary teachers' perceptions of their principals' leadership styles and gender differences in such perceptions. The Leader Effectiveness and Adaptability…

Relationship between Principal Change and Influence Styles: Is There an Impact on Teacher Retention?

ERIC Educational Resources Information Center

Howder, Leslie Johnson

2013-01-01

The purpose of this study was to determine if there is a relationship between principal leadership styles, specifically change and influence styles, and teacher retention in the Low-Country region of South Carolina. Utilizing the Change Style Indicator and Influence Style Indicator, the researcher surveyed 25 principals from Berkeley, Charleston,…

Relationship between Teachers Teaching Styles and Students Interest towards Integrated Living Skills Subjects in Schools

ERIC Educational Resources Information Center

Pying, How Shwu; Rashid, Abdullah Mat

2014-01-01

The focus of this study is to determine the relationship of teacher's teaching styles (expert, formal authority, personal model, delegation, and facilitator) towards student's interests in Integrated Living Skills (ILS) subjects. The research is designed to explore the common teaching styles applied by ILS teachers in schools and identify the…

Parents' and teachers' perceptions of adolescent storm and stress: relations with parenting and teaching styles.

PubMed

Hines, Allyn R; Paulson, Sharon E

2006-01-01

The purpose of this study was to determine if parents and teachers differed in their views of adolescent storm and stress, and to examine the relations of these reported perceptions with parenting and teaching behaviors. Subjects were parents and teachers of middle and high school students in three school districts in the Midwest. Storm and stress beliefs were identified as parents' and teachers' perceptions of conflict, moodiness, and risk-taking behavior. Scales assessing classic/conforming and positive adolescent behaviors also were included. Self-report assessments of parenting and teaching were administered as well. Results indicated that whereas both parents and teachers held storm and stress beliefs, teachers maintained stronger perceptions than parents. Teachers also endorsed higher classic/conforming and lower positive behaviors than did parents. The results further indicated that parents' perceptions of storm and stress were related to their degree of parental responsiveness; but teachers' perceptions were not related to their teaching style. These results suggest that stereotypic beliefs of the adolescent period continue to be maintained, and that these may influence how adults interact with adolescents.

How Teachers Evaluate Their Work Style Depending on the Subject They Teach and Years of Work Experience

ERIC Educational Resources Information Center

Perucica, Ranka

2017-01-01

In previous works we presented the studies that discussed how students evaluate their teachers and their style of teaching. To what extent their styles affect the students' attitudes to teaching, learning, success, motivation and the like. In this work we have tried to point out how teachers assess their style of work, depending on the subject…

Mathematics Anxiety and Learning Styles: What Is the Relationship in Elementary Preservice Teachers?

ERIC Educational Resources Information Center

Sloan, Tina; Daane, C. J.; Giesen, Judy

2002-01-01

Investigates the relationship between elementary preservice teachers' (n=72) mathematics anxiety levels and learning style preferences. Findings reveal a low but significant positive correlation between mathematics anxiety and a global (right-brain dominant) learning style. (Author/MM)

Preferred Leadership Style of Agricultural Education Teachers: An Expression of Epistemological Beliefs about Youth Leadership Development

ERIC Educational Resources Information Center

Greiman, Bradley C.; Addington, Leah S.; Larson, Timothy G.; Olander, Keith R.

2007-01-01

Supported by Bandura's social cognitive theory, this study examined the preferred leadership style of agricultural education teachers, and determined if preferred leadership style and leadership factors differed on selected personal characteristics. The accessible sample consisted of agricultural education teachers (N = 234) who taught in…

Evidence That Counts: 12 Teacher-Led Randomised Controlled Trials and Other Styles of Experimental Research

ERIC Educational Resources Information Center

Churches, Richard; McAleavy, Tony

2016-01-01

This publication contains 12 (A3 open-out) poster-style reports of teacher experimental research. The style of presentation parallels the type of preliminary reporting common at academic conferences and postgraduate events. At the same time, it aims to act as a form of short primer to introduce teachers to the basic options that there are when…

Children's Temperament and Academic Skill Development during First Grade: Teachers' Interaction Styles as Mediators

ERIC Educational Resources Information Center

Viljaranta, Jaana; Aunola, Kaisa; Mullola, Sari; Virkkala, Johanna; Hirvonen, Riikka; Pakarinen, Eija; Nurmi, Jari-Erik

2015-01-01

The present study followed 156 Finnish children (M[subscript age] = 7.25 years) during the first grade of primary school to examine to what extent parent- and teacher-rated temperament impacts children's math and reading skill development during the first grade, and the extent to which this impact would be mediated by teachers' interaction styles…

Subtraction Performances of Primary School Prospective Mathematics Teachers Having Different Cognitive Styles

ERIC Educational Resources Information Center

Ayvaz, Ülkü; Gündüz, Nazan; Durmus, Soner; Dündar, Sefa

2016-01-01

Cognitive styles defined as the way by which individuals prefer to use in order to obtain, edit, utilize, remember the information are discussed as the indication of individual differences in many studies. The study aims to investigate behavioral data of mathematics teacher candidates categorized according to their cognitive styles while they…

The Relationship between Teacher Candidates' Emotional Intelligence Level, Leadership Styles and Their Academic Success

ERIC Educational Resources Information Center

Yildizbas, Füsun

2017-01-01

Purpose: The personal characteristics as well as professional competencies of teachers are important in the formation of changes in student behaviors. This article examines the relation between emotional intelligence level, teacher leadership style and academic success of teacher candidates who are studying in a Pedagogical Teacher Education…

Pre-Service Teachers' Learning Styles and Preferences towards Instructional Technology Activities and Collaborative Works

ERIC Educational Resources Information Center

Yusop, Farrah Dina; Sumari, Melati

2015-01-01

The main purpose of this exploratory study was to investigate pre-service teachers' learning styles and their preferences with respect to 15 technology-based instructional activities and collaborative work tasks. Felder and Silverman's online Index of Learning Style (ILS) and a questionnaire were used to measure students' learning styles and…

Followership Styles and Job Satisfaction in Secondary School Teachers in Serbia

ERIC Educational Resources Information Center

Hinic, Darko; Grubor, Jelena; Brulic, Lida

2017-01-01

The aim of the study was to determine the frequency of followership styles, and their connection with job satisfaction and satisfaction with extrinsic/intrinsic aspects of work in teachers. The sample included 206 secondary school teachers of three grammar and three vocational schools in three towns in Serbia. The results indicate that the most…

Assessing the Relationship of Principals' Leadership Styles on Teacher Satisfaction and Teacher Turnover

ERIC Educational Resources Information Center

Hamilton, Ericka

2016-01-01

Effective and efficient leadership helps schools to achieve established targets and ensures that they are operating according to federal and state guidelines. This quantitative comparative analysis study sought to address a gap in literature in terms of examining the impact of leadership styles of principals on teacher satisfaction and teacher…

Principalship in an Indonesian School Context: Can Principal Decision-Making Styles Significantly Predict Teacher Job Satisfaction?

ERIC Educational Resources Information Center

Hariri, Hasan; Monypenny, Richard; Prideaux, Murray

2012-01-01

This paper examines relationships between teacher-perceived principal decision-making styles and teacher job satisfaction in schools in Lampung Province, Indonesia. We use the General Decision-making Style instrument, the Job Satisfaction Survey and a demographic questionnaire developed for this study. Our findings show that: 12 out of the 15…

The Effects of Leadership Style on School Culture and Teacher Effectiveness

ERIC Educational Resources Information Center

Smart, Kristal Carey

2016-01-01

The purpose of this study was to examine the relationship between principal leadership style and school culture and to determine what effect both factors have on teacher effectiveness. This study was based on the perceptions of teachers and principals in Title I elementary schools (Grades 1-5), with high ESL populations in 10 schools within a West…

The Effects of Principals' Leadership Styles, Teacher Efficacy, and Teachers' Trust in Their Principals on Student Achievement

ERIC Educational Resources Information Center

Bozman, Charles E., Sr.

2011-01-01

The purpose of the study was to determine the relationship between the principals' leadership behavioral style, teacher' efficacious beliefs, and teachers' trust in the principal to the schools' graduation rate, the ACT and TCAP writing assessment school-wide averages, and the AYP English/reading and AYP mathematics school-wide. Working on the…

Perspectives Regarding Classroom Management Style: Differences between Elementary and Secondary Level Teachers.

ERIC Educational Resources Information Center

Martin, Nancy K.; Baldwin, Beatrice

This study represents a continuation of research efforts to further refine the Inventory of Classroom Management Style, an instrument designed to measure teachers' perceptions of their classroom management beliefs and practices. "Classroom management" is an umbrella term describing teacher efforts to oversee a multitude of activities in…

Teacher Receptivity to a Multidimensional Training Model: Learning/Teaching Styles and Expectations.

ERIC Educational Resources Information Center

Bass, Angela L.

The critical aspects of a training model used in a program called Turning Point are described. The program allows teachers to make appropriate paradigm shifts that empower them to analyze their own teaching styles and student expectations in an effort to address their students' learning styles more effectively. The training model makes it possible…

Linking educational leadership styles to the HR architecture for new teachers in primary education.

PubMed

Vekeman, Eva; Devos, Geert; Valcke, Martin

2016-01-01

This study aims to gain insight in the relationship between principals' leadership styles and the configuration of different HR practices for new teachers in primary education. Besides the longstanding interest in educational leadership as a key element in teacher and student performance, there is a growing interest in strategic human resource management (SHRM) in the educational sector. However, few educational studies link educational leadership to SHRM. In particular, this study examines the relationship between principals' instructional and transformational leadership style and principals' strategic and HR orientation in configuring HR practices for new teachers. Data were gathered using a mixed methods approach, including interviews with 75 principals as well as an online survey of 1058 teachers in Flemish primary education. Qualitative interview data were transformed and analysed together with the quantitative survey data using logistic regression and ANOVA analyses. The results indicate that both instructional and transformational leadership is associated with the strategic orientation of principals. The HR orientation, on the other hand, is not reflected in the principals' leadership style. Recommendations for further research in this area are discussed.

Self-Esteem in Decision Making and Decision-Making Styles of Teachers

ERIC Educational Resources Information Center

Temel, Veysel; Birol, Sefa Sahan; Nas, Kazim; Akpinar, Selahattin; Tekin, Murat

2015-01-01

The aim of the study was to examine the self-esteem in decision-making and decision-making styles of the teachers in various branches of Çat town of Erzurum Province, Turkey in terms of some variables in 2014-2015 year. A total of 153 teachers (84 females and 69 males) (age (? = 1.6536 ± 0.72837) from different departments participated in the…

Relationship between Leadership Styles of School Principals and Whistleblowing Behaviors of Teachers

ERIC Educational Resources Information Center

Erturk, Abbas; Donmez, Emrah

2016-01-01

This study aims to determine the relationship between leadership styles of school principals and whistle blowing behaviors of teachers. The sample of this study, which is designed in the relational survey model, consists of 393 teachers working in primary, secondary and high schools in the province of Mugla. The data were collected through…

Coping Styles with Student Misbehavior as Mediators of Teachers' Classroom Management Strategies

ERIC Educational Resources Information Center

Tran, Van Dat

2016-01-01

The purpose of the present study is to identify how teachers' use of various coping styles with student misbehavior, and the extent to which these relate to their classroom management techniques -- punishment, recognition and reward, hinting, discussion, and aggression. It examines data from 397 junior high school teachers in Vietnam. The results…

Teacher's Computer Self-Efficacy and Its Relationship with Cognitive Style and TPACK

ERIC Educational Resources Information Center

López-Vargas, Omar; Duarte-Suárez, Leydy; Ibáñez-Ibáñez, Jaime

2017-01-01

The research reviews the existing relationship between teachers' computer self-efficacy, cognitive style in the field dependence-independence (FDI) dimension, and technological pedagogical content knowledge (TPACK). It also inquired into the influence of teachers' performance area on self-efficacy and TPACK. In total, 208 teachers from a public…

Effect of Leadership Styles of School Administrators on Teacher Evaluation of Their Job Performance.

ERIC Educational Resources Information Center

Ogletree, Earl J.; Thomas, Vernadine

The effect of leadership styles of school administrators on teacher evaluations of their job performances is examined in this paper. A secondary focus is a comparison of teacher characteristics and their effects on administrator evaluation. A principal evaluation survey was administered to 120 Chicago public and nonpublic school teachers,…

Identifying Mother-Child Interaction Styles Using a Person-Centered Approach.

PubMed

Nelson, Jackie A; O'Brien, Marion; Grimm, Kevin J; Leerkes, Esther M

2014-05-01

Parent-child conflict in the context of a supportive relationship has been discussed as a potentially constructive interaction pattern; the current study is the first to test this using a holistic analytic approach. Interaction styles, defined as mother-child conflict in the context of maternal sensitivity, were identified and described with demographic and stress-related characteristics of families. Longitudinal associations were tested between interaction styles and children's later social competence. Participants included 814 partnered mothers with a first-grade child. Latent profile analysis identified agreeable , dynamic , and disconnected interaction styles. Mothers' intimacy with a partner, depressive symptoms, and authoritarian childrearing beliefs, along with children's later conflict with a best friend and externalizing problems, were associated with group membership. Notably, the dynamic style, characterized by high sensitivity and high conflict, included families who experienced psychological and relational stressors. Findings are discussed with regard to how family stressors shape parent-child interaction patterns.

How Can an Understanding of Cognitive Style Enable Trainee Teachers to Have a Better Understanding of Differentiation in the Classroom?

ERIC Educational Resources Information Center

Evans, Carol; Waring, Michael

2011-01-01

The relationship between cognitive style and trainee teacher conceptions of differentiation was studied to develop appropriate scaffolding of their learning. 149 trainee teachers enrolled on 1 year postgraduate initial teacher education (ITE) programmes at two UK universities completed the Cognitive Style Index (Allinson and Hayes, "Journal…

The Social-Interaction Learning Styles of Irish Adult Learners: Some Empirical Findings.

ERIC Educational Resources Information Center

O Fathaigh, Mairtin

An action research project was conducted to understand the learning style profile of Irish adult learners better and to integrate the findings into development seminars for adult education teachers and tutors. The Grasha-Riechmann Student Learning Styles Scale (GRSLSS) was chosen as the research instrument to explore Irish adults' learning styles…

The effects of different styles of interaction on the learning of evolutionary theories

NASA Astrophysics Data System (ADS)

Sugimoto, Akiko

This study investigated the effects of different styles of social interaction on the learning of advanced biological knowledge. Recent research has increasingly acknowledged the importance of social interaction for promoting learning and cognitive development. However, there has been a controversy about the optimal style of interaction. Some studies have showed the beneficial effects of symmetrical interactions such as an argument between peers, whereas other studies have found the superiority of asymmetrical interactions in which a novice learn with the guidance of an expert. The reason for the contradictory results may be that different styles of interaction enhance different kinds of learning. The present study focused on the three styles of interaction; (1) Conflicting style, in which two novice students with scientifically wrong but conflicting views argue with one another, (2) Guiding style, in which a novice student is led by a more expert student to an understanding of scientifically appropriate knowledge, (3) Mutual Constructive style, in which an expert student and a novice student jointly solve a scientific problem on an equal footing. Sixty college students with non-biology-majors and 30 students with a biology major participated in this experiment to discuss an evolutionary problem in these three styles of interaction, with the former serving as novices and the latter as experts. Analyses of the Pre- and the Posttest performance and discussion processes in the Interaction session revealed the following. First, the Guiding style and the Mutual Constructive style enhanced the acquisition of the scientific evolutionary conceptual framework more effectively than the Conflicting style. However, some students in the Conflicting style also grasped the scientific evolutionary framework, and many students reconstructed their theories of evolution through discussion, even if the frameworks remained scientifically inappropriate. Second, the students who discussed

Investigating Teachers' Organizational Socialization Levels and Perceptions about Leadership Styles of Their Principals

ERIC Educational Resources Information Center

Kadi, Aysegül

2015-01-01

The purpose of this study is to investigate teachers' organizational socialization levels and perceptions about leadership styles of their principals. Research was conducted with 361 teachers. Research design is determined as survey and correlational. Multi-Factor Leadership Scale originally was developed by Bass (1999) and adapted to Turkish…

Identifying Mother-Child Interaction Styles Using a Person-Centered Approach

PubMed Central

Nelson, Jackie A.; O’Brien, Marion; Grimm, Kevin J.; Leerkes, Esther M.

2016-01-01

Parent-child conflict in the context of a supportive relationship has been discussed as a potentially constructive interaction pattern; the current study is the first to test this using a holistic analytic approach. Interaction styles, defined as mother-child conflict in the context of maternal sensitivity, were identified and described with demographic and stress-related characteristics of families. Longitudinal associations were tested between interaction styles and children’s later social competence. Participants included 814 partnered mothers with a first-grade child. Latent profile analysis identified agreeable, dynamic, and disconnected interaction styles. Mothers’ intimacy with a partner, depressive symptoms, and authoritarian childrearing beliefs, along with children’s later conflict with a best friend and externalizing problems, were associated with group membership. Notably, the dynamic style, characterized by high sensitivity and high conflict, included families who experienced psychological and relational stressors. Findings are discussed with regard to how family stressors shape parent-child interaction patterns. PMID:28751818

Evidence That Counts--What Happens When Teachers Apply Scientific Methods to Their Practice: Twelve Teacher-Led Randomised Controlled Trials and Other Styles of Experimental Research

ERIC Educational Resources Information Center

Churches, Richard; McAleavy, Tony

2015-01-01

This publication contains 12 (A3 open-out) poster-style reports of teacher experimental research. The style of presentation parallels the type of preliminary reporting common at academic conferences and postgraduate events. At the same time, it aims to act as a form of short primer to introduce teachers to the basic options that there are when…

Teaching Style Preferences and Educational Philosophy of Teacher Education Faculty at a State University

ERIC Educational Resources Information Center

Fries, Cindi H.

2012-01-01

Scope and Method of Study: An educational philosophy and teaching style provide a foundation for understanding and for guiding guide decisions about curriculum, teacher-learner relationship and professional practice. The purpose of this descriptive quantitative study was to describe the educational philosophies and teaching styles of the teacher…

The Influence of Principal Gender, Teachers' Years of Experience, and Retention on Teacher Perceptions of Principal Leadership Style, Qualities, and Job Satisfaction

ERIC Educational Resources Information Center

Eddins, Gregg M.

2012-01-01

One main challenge for many school districts in these tough economic times is teacher retention and all the costs associated. This study looks the influence of principal gender, teacher years of experience, and teacher retention based on teachers' perceptions of their principal's leadership style, transformational leadership qualities,…

An Investigation of the Relationship between Teachers' Ratings of Their Principals' Leadership Style and Teachers' Job Satisfaction in Public Education

ERIC Educational Resources Information Center

Shead, Lisa M.

2010-01-01

This study examined the relationship between principals' leadership styles and teachers' job satisfaction. A demographic survey, the School-Level Environment Questionnaire (Fisher and Fraser, 1990), and the Job Descriptive Index (Smith, et, al. 1969) were administered to 232 teachers representing the San Antonio Independent School District. The…

Validation of an Inventory of Classroom Management Style: Differences between Novice and Experienced Teachers.

ERIC Educational Resources Information Center

Martin, Nancy K.; Baldwin, Beatrice

A preliminary investigation was conducted of the construct validity of the Inventory of Classroom Management Style (ICMS), a scale to measure differences in perceptions of classroom management style. The main objective was to determine if the scale reflects differences between novice and experienced teachers. Classroom management is defined as a…

Coparenting and toddler's interactive styles in family coalitions.

PubMed

Fivaz-Depeursinge, Elisabeth; Lopes, Francesco; Python, Maryline; Favez, Nicolas

2009-12-01

The current study examined the coparenting and toddler's interactive styles in family coalitions. According to structural family theory, boundaries between generations are clear in alliances, but disturbed in coalitions: the parents look to the child to regulate their conflictual relationship and the child attempts to meet this need. In a normative sample studied longitudinally during the Lausanne Trilogue Play situation (LTP, N=38), 15 coalition cases were detected. Styles of coparenting and of child's interactions were determined and compared in coalition and alliance cases at 18 months. Findings confirm the structural family model by showing the specific ways in which the coparenting and the toddler's interactive styles are associated in 3 different patterns of coalitions: binding, detouring, and triangulation. They illustrate how the child's triangular capacity, or her ability to simultaneously communicate with both parents, is used to regulate the parents' relationship. They suggest that the LTP observational paradigm is a promising assessment method of early family interactions. They point to the importance of assessing early the child's contribution to family coalitions.

Understanding Teachers' Routines to Inform Classroom Technology Design

ERIC Educational Resources Information Center

An, Pengcheng; Bakker, Saskia; Eggen, Berry

2017-01-01

Secondary school teachers have quite busy and complex routines in their classrooms. However, present classroom technologies usually require focused attention from teachers while being interacted with, which restricts their use in teachers' daily routines. Peripheral interaction is a human-computer interaction style that aims to enable interaction…

The Effect of Teacher Training on the Learning Styles of Prospective Teachers of Social Studies

ERIC Educational Resources Information Center

Özdemir, Nevin; Kesten, Alper; Iskin, Pinar

2017-01-01

The purpose of this study is to examine the effects of four-year-long undergraduate education on the learning styles of prospective teachers of social studies. This study was conducted in accordance with longitudinal method, which is one of the research designs used in developmental psychology researches. The study was conducted with the…

Perceived Parenting Styles and Goal Orientations: A Study of Teacher Education Students in Hong Kong

ERIC Educational Resources Information Center

Chan, Kwok-wai; Chan, Siu-mui

2005-01-01

Two achievement goals and three perceived parenting styles were identified in a sample of Hong Kong teacher education students. Significant correlations exist within the perceived parenting styles and the achievement goals. Parental authoritativeness was significantly and positively related to learning goal, and parental authoritarianism was…

Effects of a Technology-Friendly Education Program on Pre-Service Teachers' Perceptions and Learning Styles

ERIC Educational Resources Information Center

Kim, Dong-Joong; Choi, Sang-Ho

2016-01-01

A technology-friendly teacher education program can make pre-service teachers more comfortable with using technology from laggard to innovator and change their learning styles in which they prefer the use of technology in teaching. It is investigated how a technology-friendly mathematics education program, which provided 49 pre-service teachers an…

Principals Leadership Styles and Gender Influence on Teachers Morale in Public Secondary Schools

ERIC Educational Resources Information Center

Eboka, Obiajulu Chinyelum

2016-01-01

The study investigated the perception of teachers on the influence of principals' leadership styles and gender on teacher morale. Four research questions and four research hypotheses guided the study. An ex-post facto research design was adopted in the study. Through the simple random sampling technique a total of 72 principals and 2,506 in 72…

Evaluating the Relationship between Cognitive Style and Pre-Service Teachers' Preconceived Notions about Adopting Console Video Games for Use in Future Classrooms

ERIC Educational Resources Information Center

McDaniel, Rudy; Kenny, Robert

2013-01-01

This article explores the impact of perceptual cognitive styles on pre-service teachers' attitudes toward video games. Using a cognitive style continuum measuring field dependence and field independence, the authors conducted an exploratory study to measure the potential impact of cognitive style on pre-service teachers' dispositions towards the…

Mainland Chinese Parenting Styles and Parent-Child Interaction

ERIC Educational Resources Information Center

Xu, Yiyuan; Farver, Jo Ann M.; Zhang, Zengxiu; Zeng, Qiang; Yu, Lidong; Cai, Beiying

2005-01-01

Parenting styles and mother-child interaction were examined with 97 Mainland Chinese mothers (M age = 29.64 years, SD = 3.64) and their young children (M = 24.30 months, SD = 4.57). Mothers completed questionnaires about their parenting styles, orientation to Chinese cultural values, perceived parenting stress, and sources of social support. The…

An Analysis of the Relationship between School Managers' Change Leadership Style and Multi-Factorial Leadership Styles from the Views of Teachers

ERIC Educational Resources Information Center

Ozkan, Suna; Alev, Sedat; Ercan, Abdulkadir

2015-01-01

The aim of this study has been to identify school managers' leadership styles and levels in terms of teachers' perceptions. The focus of the study includes primary, secondary and high schools in Sahinbey and Sehitkamil districts of Gaziantep. In the study, the selection of the sample, which consists of 228 teachers, was carried out by using the…

Culture, Learning Styles, and Web 2.0

ERIC Educational Resources Information Center

Olaniran, Bolanle A.

2009-01-01

This article explores Web 2.0 in interactive learning environments. Specifically, the article examines Web 2.0 as an interactive learning platform that holds potential, but is also limited by learning styles and cultural value preferences. The article explores the issue of control from both teacher and learner perspectives, and in particular the…

Pre-Service Classroom Teachers' Emotional Intelligence and Anger Expression Styles

ERIC Educational Resources Information Center

Sahin Baltaci, Hulya; Demir, Kamile

2012-01-01

In this study in which the pre-service classroom teachers' emotional intelligence and the ways of their anger expression styles were examined, correlational survey model was used. In total 342 students, 189 of whom were females and 153 of whom were males, constituted the participants of the research. The students are the first year and the senior…

"We Brought It upon Ourselves": University-Based Teacher Education and the Emergence of Boot-Camp-Style Routes to Teacher Certification

ERIC Educational Resources Information Center

Friedrich, Daniel

2014-01-01

The proliferation of boot-camp-style routes to teacher certification in the last two decades is seen by many university-based teacher educators as the result of the advancement of conservative interests aimed at de-professionalizing teaching. This essay argues that this view only accounts for one piece of the answer, the other one being that some…

Teaching Beliefs and Teaching Styles of Mathematics Teachers and Their Relationship with Academic Achievement

ERIC Educational Resources Information Center

Canto-Herrera, Pedro; Salazar-Carballo, Humberto

2010-01-01

The purpose of this study was to study the relationship between beliefs and teaching styles of teachers of mathematics and their students' academic performance in high schools of Yucatan. For this purpose, a questionnaire was administered to 72 high school mathematics teachers and the student academic achievement score of 1241 were used. A…

The Role of Teacher Communicator Style in the Delivery of a Middle School Substance Use Prevention Program

ERIC Educational Resources Information Center

Giles, Steven M.; Pankratz, Melinda M.; Ringwalt, Chris; Jackson-Newsom, Julia; Hansen, William B.; Bishop, Dana; Dusenbury, Linda; Gottfredson, Nisha

2012-01-01

We examine whether teachers' communicator style relates to student engagement, teacher-student relationships, student perceptions of teacher immediacy, as well as observer ratings of delivery skills during the implementation of All Stars, a middle school-based substance use prevention program. Data from 48 teachers who taught All Stars up to 3…

Turkish Prospective Early Childhood Teachers' Emotional Intelligence Level and Its Relationship to Their Parents' Parenting Styles

ERIC Educational Resources Information Center

Kotaman, Hüseyin

2016-01-01

The current study explored Turkish prospective early childhood teachers' emotional intelligence scores in order to determine whether levels indicated differentiations according to grade level, and parenting style. Participants responded to the Turkish version of the Parenting Style Inventory and Emotional Intelligence Scale (EIS). EIS also…

A Survey Study to Find out the Relationship between Leadership Styles and Demographic Characteristics of Elementary and Secondary School Teachers

ERIC Educational Resources Information Center

Tatlah, Ijaz Ahmed; Quraishi, Uzma; Hussain, Ishtiaq

2010-01-01

This article reports a study aiming to investigate the leadership styles of elementary and secondary school teachers' in Public Sector schools in Lahore, Pakistan. The study also explored if there was any correlation between demographic characteristics of teachers and their leadership styles. A survey was conducted using Task-oriented and…

Thinking Styles: Teaching and Learning Styles in Graduate Education Students

ERIC Educational Resources Information Center

Clarke, Tricia A.; Lesh, Jennifer J.; Trocchio, Jennie S.; Wolman, Clara

2010-01-01

This study investigated the relationship between two intellectual styles approaches: Sternberg's thinking styles of teachers and Felder and Silverman's learning styles. Ninety-five graduate students majoring in special education, reading, educational leadership and curriculum, and elementary education completed the Thinking Styles in Teaching…

Beliefs Regarding Classroom Management Style: Relationships to Particular Teacher Personality Characteristics.

ERIC Educational Resources Information Center

Martin, Nancy K.; And Others

This study was a continuation of an in-process research effort to further refine the Inventory of Classroom Management Styles (ICMS), an instrument designed to measure teachers' perceptions of their classroom management beliefs and practices. Using preliminary data analysis based on partial data collection, the primary objective of this study was…

Teachers' modeling advantage and their modeling effects on college students' learning styles and occupational stereotypes: a case of collaborative teaching in technical courses.

PubMed

Chiou, Wen-Bin; Yang, Chao-Chin

2006-01-01

In this study, modeling advantage that depicts the likelihood of a teacher model being imitated by students over other competing models in a particular class was developed to differentiate the rival modeling of two kinds of teachers (the technical teachers vs. the lecturing teachers) between college students' learning styles and occupational stereotypes in the collaborative teaching of technical courses. Results of a one-semester longitudinal study indicated that the students perceived a greater modeling advantage of the technical teachers than that of the lecturing teachers. Both the students' learning styles and occupational stereotypes were in accordance with those teachers as their role models. In general, the impact of the teachers' learning styles and occupational stereotypes on students appeared to be mediated by the teachers' modeling advantage. Administrators and curriculum designers should pay attention to the fact that the technical teachers appeared to exhibit greater modeling effects than the lecturing teachers in collaborative teaching.

Investigating the Relationship between Teaching Styles and Teacher Self-Efficacy among Some Iranian ESP University Instructors

ERIC Educational Resources Information Center

Baleghizadeh, Sasan; Shakouri, Maryam

2017-01-01

This study examined the relationship between some Iranian ESP instructors' self-efficacy and their teaching styles. To this end, 87 ESP instructors were selected from various universities in Tehran, Iran. Data were collected using the "Teachers' Sense of Efficacy Scale" and the "Teaching Styles Inventory" (version 3.0). Results…

Analysing the Correlations between Primary School Teachers' Teaching Styles and Their Critical Thinking Disposition

ERIC Educational Resources Information Center

Sen, Özgür

2018-01-01

This study aims to analyse the correlations between teaching styles primary school teachers prefer to use and their critical thinking disposition. The research was conducted with the participation of 380 primary school teachers teaching in schools located in Ankara. The study employs relational survey model. In this study "Teaching Styles…

Preferred Learning Style and Educational Technology: Linear vs. Interactive Video.

ERIC Educational Resources Information Center

Yoder, Marianne E.

1994-01-01

A study found that learners with reflective-observing learning styles (n=16) tend to learn better with linear video, and those with active experimenting learning styles (n=42) tend to achieve greater learning with computer-assisted interactive video instruction. (JOW)

Predictors of parent-child interaction style in dyads with autism.

PubMed

Hudry, Kristelle; Aldred, Catherine; Wigham, Sarah; Green, Jonathan; Leadbitter, Kathy; Temple, Kathryn; Barlow, Katherine; McConachie, Helen

2013-10-01

Parent synchrony has been shown to be developmentally important for the growth of communication skills in young children with autism. Understanding individual-differences in parent synchrony and other associated features of dyadic interaction therefore presents as an important step toward the goal of appreciating how and why some parent-child dyads come to adopt more optimal interaction styles, while for others, parent interaction is more asynchronous and less developmentally facilitative. Within the large, well-characterized Preschool Autism Communication Trial (PACT) cohort, baseline parent-child interaction samples were coded for three key aspects of dyadic interaction style; - Parent Synchrony, Child Initiation, and Shared Attention. We explored associations among these measures, demographic characteristics and standardized child assessment scores. While various child factors were associated with each of the interaction measures, very few associations were observed with parent/familial factors. Child language age-equivalence was a significant positive predictor of variation in each interaction measure, while child repetitive symptoms predicted reduced Shared Attention. The three interaction measures were moderately positively inter-related. In the context of childhood autism, variation in dyadic interaction style appears to be driven more by child language and repetitive behaviors than age, social-communication symptoms and non-verbal ability. Parent/family factors contributed little to explaining variability in parent-child interaction, in the current study. Crown Copyright © 2013. Published by Elsevier Ltd. All rights reserved.

Style grammars for interactive visualization of architecture.

PubMed

Aliaga, Daniel G; Rosen, Paul A; Bekins, Daniel R

2007-01-01

Interactive visualization of architecture provides a way to quickly visualize existing or novel buildings and structures. Such applications require both fast rendering and an effortless input regimen for creating and changing architecture using high-level editing operations that automatically fill in the necessary details. Procedural modeling and synthesis is a powerful paradigm that yields high data amplification and can be coupled with fast-rendering techniques to quickly generate plausible details of a scene without much or any user interaction. Previously, forward generating procedural methods have been proposed where a procedure is explicitly created to generate particular content. In this paper, we present our work in inverse procedural modeling of buildings and describe how to use an extracted repertoire of building grammars to facilitate the visualization and quick modification of architectural structures and buildings. We demonstrate an interactive application where the user draws simple building blocks and, using our system, can automatically complete the building "in the style of" other buildings using view-dependent texture mapping or nonphotorealistic rendering techniques. Our system supports an arbitrary number of building grammars created from user subdivided building models and captured photographs. Using only edit, copy, and paste metaphors, the entire building styles can be altered and transferred from one building to another in a few operations, enhancing the ability to modify an existing architectural structure or to visualize a novel building in the style of the others.

Student Teacher Assessment Feedback Preferences: The Influence of Cognitive Styles and Gender

ERIC Educational Resources Information Center

Evans, Carol; Waring, Michael

2011-01-01

The enhancement of assessment feedback is an international concern. This study is unique in its exploration of the nature of the relationship between student teachers' assessment feedback preferences, cognitive styles and gender, with a view to informing the development of assessment feedback practices and course design within initial teacher…

Virtual Team Leadership: The Effects of Leadership Style and Communication Medium on Team Interaction Styles and Outcomes

ERIC Educational Resources Information Center

Hambley, Laura A.; O'Neill, Thomas A.; Kline, Theresa J. B.

2007-01-01

This study investigated the effects of transformational and transactional leadership styles and communication media on team interaction styles and outcomes. Teams communicated through one of the following three ways: (a) face-to-face, (b) desktop videoconference, or (c) text-based chat. Results indicated that transformational and transactional…

Preservice Teachers' Problem Solving: A Study of Problem Identification and Engagement Style Using the LIBRE Model

ERIC Educational Resources Information Center

Castro-Villarreal, Felicia; Guerra, Norma S.

2012-01-01

In this study, we examine 122 preservice teachers' reported problems and assessed engagement styles using the LIBRE model stick figure. Qualitative and descriptive data were gathered using (1) a qualitative problem-solving activity to identify preservice teachers' problems and engagement preferences and (2) descriptive analyses to depict and…

[Learning styles in medical residents and their professors of a pediatric hospital.

PubMed

Juárez-Muñoz, Irina Elizabeth; Gómez-Negrete, Alonso; Varela-Ruiz, Margarita; Mejía-Aranguré, Juan Manuel; Mercado-Arellano, José Agustín; Sciandra-Rico, Martha Minerva; Matute-González, Mario Manuel

2013-01-01

Background: the learning styles are cognitive, emotional, and psychological characteristics, which function as relatively stable indicators of how teachers and students perceive, interact, and respond to their learning environments. Knowing students' styles allows teachers to have tools to improve medical education. Our objective was to identify learning styles in pediatric residents and professors from a pediatric hospital. Methods: a learning styles questionnaire was applied to residents and theirs professors; data was analyzed in SPSS 12 software. Results: the dominant learning style in pediatric residents was reflexive and for professors was theoretical. There wasn't any difference between sexes or between medical or surgical specialities. There was more correlation between professors and residents when there was an increase in training time. Conclusions: the learning styles between professors and residents are different, especially at the beginning of the medical specialty courses; that's why it is necessary to realize a confrontation between the students' learning styles and teaching methods used by professors to improve significant learning. To know learning styles gives residents an important alternative to find a better study strategy.

The Relationship between Teaching Styles and Autonomy among Iranian Female EFL Teachers, Teaching at Advanced Levels

ERIC Educational Resources Information Center

Baradaran, Abdollah

2016-01-01

The current research aimed at inspecting the existence of a significant relationship between teachers' teaching styles and their Autonomy. For this reason, two questionnaires with regard to the main variables were given to 175 female English language teachers, teaching at advanced levels. Moreover, non-parametric Mann Whitney and Kruskal Wallis…

Why Teachers Adopt a Controlling Motivating Style toward Students and How They Can Become More Autonomy Supportive

ERIC Educational Resources Information Center

Reeve, Johnmarshall

2009-01-01

A recurring paradox in the contemporary K-12 classroom is that, although students educationally and developmentally benefit when teachers support their autonomy, teachers are often controlling during instruction. To understand and remedy this paradox, the article pursues three goals. First, the article characterizes the controlling style by…

Attachment style and oxytocin receptor gene variation interact in influencing social anxiety.

PubMed

Notzon, S; Domschke, K; Holitschke, K; Ziegler, C; Arolt, V; Pauli, P; Reif, A; Deckert, J; Zwanzger, P

2016-01-01

Social anxiety has been suggested to be promoted by an insecure attachment style. Oxytocin is discussed as a mediator of trust and social bonding as well as a modulator of social anxiety. Applying a gene-environment (G × E) interaction approach, in the present pilot study the main and interactive effects of attachment styles and oxytocin receptor (OXTR) gene variation were probed in a combined risk factor model of social anxiety in healthy probands. Participants (N = 388; 219 females, 169 males; age 24.7 ± 4.7 years) were assessed for anxiety in social situations (Social Phobia and Anxiety Inventory) depending on attachment style (Adult Attachment Scale, AAS) and OXTR rs53576 A/G genotype. A less secure attachment style was significantly associated with higher social anxiety. This association was partly modulated by OXTR genotype, with a stronger negative influence of a less secure attachment style on social anxiety in A allele carriers as compared to GG homozygotes. The present pilot data point to a strong association of less secure attachment and social anxiety as well as to a gene-environment interaction effect of OXTR rs53576 genotype and attachment style on social anxiety possibly constituting a targetable combined risk marker of social anxiety disorder.

Preservice Teachers' Use of Production and Reproduction Teaching Styles within Multi-Activity and Sport Education Units

ERIC Educational Resources Information Center

Parker, Mitchum; Curtner-Smith, Mathew

2012-01-01

The purpose of this study was to examine the influence of one component of physical education teacher education on preservice teachers' (PTs) use of Mosston's (1981) spectrum of teaching styles within an early field experience (EFE). Participants were two PTs who were trained to use the spectrum within a methods course and team/turn-taught…

The Influence of Students' and Teachers' Thinking Styles on Student Course Satisfaction and on Their Learning Process

ERIC Educational Resources Information Center

Betoret, Fernando Domenech

2007-01-01

The main purpose of this study was to examine the effect of teachers' and students' thinking styles on students' satisfaction with the course followed and on their learning process. The sample was made up of 102 instructional psychology college students who responded to two administrations of the Thinking Style Inventory, one about their teacher…

Using the Power of Media to Communicate Science: A Question of Style?

ERIC Educational Resources Information Center

Imhof, Heidi

1991-01-01

Discusses educational effects of the style, content, and quality inherent in several multimedia and desktop-publishing products available to science teachers, including books, interactive software, videos, and computer simulations. (JJK)

Influence of Leadership Style on Teacher's Job Productivity in Public Secondary Schools in Taraba State, Nigeria

ERIC Educational Resources Information Center

Shamaki, E. B.

2015-01-01

The main aim of this study was to find out the appropriate leadership style that could make teachers to be effective in their job productivity. One hundred and sixty-five teachers were used in the study. Frequency counts, percentage and chi-square test were used in data analysis. Research survey was used as a method of research and stratified…

Principal-Teacher Interactions and Teacher Leadership Development: Beginning Teachers' Perspectives

ERIC Educational Resources Information Center

Szeto, Elson; Cheng, Annie Yan-Ni

2018-01-01

Teacher leadership lies at the heart of school improvement. Leadership development among beginning teachers, however, is often neglected. This paper examines the role of principal-teacher interactions in the leadership development of a group of beginning teachers. Using a case study design, interviews were conducted and documentary evidence was…

Relationships between Special Education Teachers' Leadership Styles, Self-Efficacy, and the Team Dynamics in Their Classrooms

ERIC Educational Resources Information Center

Uresti, Mario Alberto

2017-01-01

This study examined the relationships between leadership styles, self- efficacy, and team dynamics of special education teachers (SETs) working with the moderate/severe student population. Review of the literature suggests that it is common for special education teacher candidates to receive little to no training on how to supervise and…

Teacher-Parent Interactions in Taiwan: A Qualitative Investigation of Teachers' Perspectives

ERIC Educational Resources Information Center

Wu, Pi-Ju

2015-01-01

Because the importance of parental involvement in education has been emphasized recently in Taiwan, the nature of teacher-parent interactions has changed. The current study describes teacher-parent interactions from teacher perspectives in grades 1-12 in Taiwan. Data were collected from 50 teachers using open-ended questionnaires. Thematic…

Staff interactive style during multisensory storytelling with persons with profound intellectual and multiple disabilities.

PubMed

Penne, A; Ten Brug, A; Munde, V; van der Putten, A; Vlaskamp, C; Maes, B

2012-02-01

Multisensory storytelling (MSST) is an individualised activity for people with profound intellectual and multiple disabilities (PIMD) in which a story is being told with an emphasis on sensory experiences and social interaction. MSST is a promising approach, but needs more empirical research evidence. In general, there is a lack of research about staff interaction during specific activities with people with PIMD. In the present study, we explored the possibility to describe staff interactive style during MSST making use of a global coding instrument. Twenty dyads of a person with PIMD and a professional caregiver participated in an observation study. The caregivers received training in MSST and told a multisensory story to their client once a week, for a period of 10 weeks. The first, fifth and last session were recorded on video. Staff interactive style was coded using an adapted version of the Maternal Behavior Rating Scale, with a consensus rating procedure. Professional caregivers scored moderately on the Maternal Behavior Rating Scale. Repeated measures analyses showed no change in time. We did not find a relationship between staff interactive style and client or staff characteristics. The Maternal Behavior Rating Scale contributes to our understanding of staff interactive style during activities with people with PIMD. Specifically for MSST, the moderate scores on the interactive style dimensions were unexpected, because the individualised MSST activity created an optimal situation for high-quality interaction with people with PIMD. Because the interactive style did not improve through the repetition of the activity either, these results might point to a need for staff training in achieving high-quality interaction during activities like MSST. © 2011 The Authors. Journal of Intellectual Disability Research © 2011 Blackwell Publishing Ltd.

Autonomy Support as an Interpersonal Motivating Style: Is It Teachable?

PubMed

Reeve

1998-07-01

Students benefit when teachers support their autonomy. Recognizing this, the present study examined the motivating styles of beginning preservice teachers by asking two questions: (1) Do personality characteristics orient preservice teachers toward either an autonomy-supportive or controlling motivating style? and (2) Is the autonomy-supportive style teachable to preservice teachers? Study 1, which addressed the first question, relied on self-determination theory to identify and confirm causality orientation as one personality characteristic related to motivating style. Study 2, which addressed the second question, randomly assigned preservice teachers to receive training in either autonomy-supportive, controlling, or neutral instructional strategies. Results showed that the autonomy-supportive style was teachable. Autonomy-oriented preservice teachers (as measured by causality orientation) assimilated the information rather easily, while control-oriented preservice teachers accommodated the information only in proportion to the extent that they perceived it to be highly plausible and classroom applicable. The discussion relies on self-determination theory and the conceptual change literature to recommend how teacher certification programs can assist teachers-in-training develop an autonomy-supportive motivating style. Copyright 1998 Academic Press.

Teacher Subject Specialisms and Their Relationships to Learning Styles, Psychological Types and Multiple Intelligences: Implications for Course Development

ERIC Educational Resources Information Center

Perry, Chris; Ball, Ian

2004-01-01

This study explores issues in teacher education that increase our understanding of, and response to, the individual differences displayed by learners. A large undergraduate teacher education cohort provided evidence of the range and distribution of preferences in learning styles, psychological types and multiple intelligences. This information…

The Relationship between the Styles of Coping with Stress and the Levels of Hopelessness of Preschool Teachers

ERIC Educational Resources Information Center

Ekici, Fatma Yasar

2017-01-01

The main aim of this research is to examine the relationship between the styles of coping with stress and the levels of hopelessness of preschool teachers. Relational survey method was used in this research. The research sample consists of 108 preschool teachers working in preschool education institutions in Küçükçekmece district of Istanbul in…

Hong Kong Teacher Education Students' Goal Orientations and Their Relationship to Perceived Parenting Styles

ERIC Educational Resources Information Center

Chan, Kwok-Wai; Chan, Siu-Mui

2007-01-01

The study examined goal orientations, perceived parenting styles, and their relationships in a sample of Hong Kong teacher education students. It was found that students adopted both learning and performance goals but tended to be more performance goal-oriented. Females were more performance goal-oriented than males. As well, students perceived…

An Examination of Multiple Intelligence Domains and Learning Styles of Pre-Service Mathematics Teachers: Their Reflections on Mathematics Education

ERIC Educational Resources Information Center

Ozgen, Kemal; Tataroglu, Berna; Alkan, Huseyin

2011-01-01

The present study aims to identify pre-service mathematics teachers' multiple intelligence domains and learning style profiles, and to establish relationships between them. Employing the survey model, the study was conducted with the participation of 243 pre-service mathematics teachers. The study used the "multiple intelligence domains…

Identifying Teaching Style: The Case of Saudi College English Language and Literature Teachers

ERIC Educational Resources Information Center

Alhussain, Aisha M.

2012-01-01

The purpose of this paper is twofold. The first objective is to give an account of why I set out to study teaching styles, how I carried out and analyzed a questionnaire survey, what results I got, and what the implications of these results are. The intent is to provide teachers with enough information to help them think about how these findings…

Peer Groups as a Context for School Misconduct: The Moderating Role of Group Interactional Style.

PubMed

Ellis, Wendy; Zarbatany, Lynne; Chen, Xinyin; Kinal, Megan; Boyko, Lisa

2018-01-01

Peer group interactional style was examined as a moderator of the relation between peer group school misconduct and group members' school misconduct. Participants were 705 students (M age  = 11.59 years, SD = 1.37) in 148 peer groups. Children reported on their school misconduct in fall and spring. In the winter, group members were observed in a limited-resource task and a group conversation task, and negative and positive group interactional styles were assessed. Multilevel modeling indicated that membership in groups that were higher on school misconduct predicted greater school misconduct only when the groups were high on negative or low on positive interactional style. Results suggest that negative laughter and a coercive interactional style may intensify group effects on children's misconduct. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

The Effects of Cognitive Styles on Naïve Impetus Theory Application Degrees of Pre-Service Science Teachers

ERIC Educational Resources Information Center

Cataloglu, Erdat; Ates, Salih

2014-01-01

The purpose of this study was to determine whether there is a relationship between pre-service science teachers' Field Dependent or Field Independent (FD/FI) cognitive styles and the application of degrees of naive impetus theory. The sample consisted of 122 pre-service science teachers (97 females and 25 males) who were enrolled in the…

Teachers' Perception of Their Principal's Leadership Style and the Effects on Student Achievement in Improving and Non-Improving Schools

ERIC Educational Resources Information Center

Hardman, Brenda Kay

2011-01-01

Teachers' perceptions of their school leaders influence student achievement in their schools. The extent of this influence is examined in this study. This quantitative study examined teachers' perceptions of the leadership style of their principals as transformational, transactional or passive-avoidant in improving and non-improving schools in…

Creating Teacher Capacity in Early Childhood Education and Care Institutions Implementing an Authoritative Adult Style

ERIC Educational Resources Information Center

Omdal, Heidi

2018-01-01

The being together intervention intends to raise teacher capacity in Norwegian Early Childhood Education and Care (ECEC) institutions and promote social and emotional development in preschoolers by implementing an authoritative (warm and predictable) adult style in the institution. An authoritative adult balances between building up high quality…

Exploring Linkages among Pre-Service Teachers' Attachment Styles and Professional Dispositions Held by Effective Educators

ERIC Educational Resources Information Center

Mattise, Mary Christina

2014-01-01

The purpose of this study was to explore explanatory values provided by tenets of attachment theory for understanding roles that intra- and interpersonal dimensions of preservice teachers' professional dispositions play in shaping conflict styles employed by individuals in managing student behaviors in socioculturally-diverse classrooms.…

Foreign Language Achievement in Relation to Student-Teacher Cognitive Styles: A Preliminary Study.

ERIC Educational Resources Information Center

Hansen, Jacqueline; Stansfield, Charles

Research has shown student field-independent cognitive style (FI), as opposed to field-dependent cognitive style (FD), to be correlated moderately with success on selected second language tasks. A trait-treatment interaction approach was utilized in this study to examine the role of FD/I among 236 college students enrolled in six sections of an…

The Relationship between Student and Faculty Learning Style Congruency and Perceptions of the Classroom Environment in Colleges of Teacher Education.

ERIC Educational Resources Information Center

Kariuki, Patrick N.

The purpose of this study was to determine the extent of congruence between teachers' and undergraduate education majors' learning styles in selected colleges and if the style congruence was related to student perceptions of the classroom learning environment. A related purpose was to identify needed changes in classroom environments based on the…

Supervising with Style.

ERIC Educational Resources Information Center

Norris, Cynthia J.

1991-01-01

Explores the nature of human thought and resulting personality patterns, examining the impact of supervisory behavior on teacher development. Supervisors operate from any of four cognitive styles (facts, form, futures, or feelings). They must understand their own cognitive style and enhance their capacity for holistic thinking while encouraging…

Learning Styles: Charting with Iconic Learners.

ERIC Educational Resources Information Center

Stewart, Penny H.; Jones, V. Nell; Pope, Jane V.

At the high school and college levels, teachers tend to teach to their own learning styles because they find comfort and ease using methods they know. Students, however, exhibit a variety of learning styles. A questioning process led some teachers to analyze their students' problems further and to consider various categories for which they…

Fostering Successful Intellectual Styles for Creativity

ERIC Educational Resources Information Center

Zhang, Li-fang

2015-01-01

Intellectual styles refer to people's preferred ways of processing information and dealing with tasks. Individuals who have a propensity for using a wide range of styles--always including creativity-generating styles--are said to possess successful intellectual styles. The author argues that teachers should and can encourage creativity among…

Leadership Style of Head Teachers of Basic Special Schools as Correlates of Retention of Special Needs Educators in Southern Ghana

ERIC Educational Resources Information Center

Kumedzro, Felix Kwame; Otube, Nelly; Wamunyi, Chomba; Runo, Mary

2016-01-01

The study aimed at establishing relationship between leadership style of head teachers and retention of special education teachers in Southern Ghana. The study was purely quantitative and utilized descriptive correlation design which allowed the researcher to establish the strength and direction of the relationship between the independent variable…

Accentuate the Positive: The Relationship between Positive Explanatory Style and Academic Achievement of Prospective Elementary Teachers

ERIC Educational Resources Information Center

Boyer, Wanda

2006-01-01

This research examines 480 current event-explanation units using the CAVE technique (Schulman, Castellon, & Seligman, 1989) to note the relationship between positive and negative explanatory style and achievement of prospective early childhood and upper elementary female teachers. This study found a significant positive relationship between…

Dominant Leadership Style in Schools

ERIC Educational Resources Information Center

Rajbhandari, Mani Man Singh

2006-01-01

The dominant leadership style is defined by the situation and the kind of organizational environment and climate. This, however, does not sufficiently define the leadership qualities in school organizations. There are other factors which also determine the dominant leadership style, which are the traits and style, teachers commitments, pass out…

Influence of Leadership Styles on Teachers' Job Satisfaction: A Case of Selected Primary Schools in Songea and Morogoro Districts, Tanzania

ERIC Educational Resources Information Center

Machumu, Haruni J.; Kaitila, Mafwimbo M.

2014-01-01

This study reports on the kind of school leadership style that best suits for promoting teachers' job satisfaction in primary schools in Tanzania. The study employed cross sectional research design with samples of 200 teachers from 20 selected primary schools in Songea and Morogoro districts. Interviews, documentary analysis and questionnaires…

Teachers' Perceptions of Teacher-Child Relationships: Links with Children's Observed Interactions

ERIC Educational Resources Information Center

Hartz, Karyn; Williford, Amanda P.; Koomen, Helma M. Y.

2017-01-01

Research Findings: The present study examined associations between children's classroom interactions and teachers' perceptions of teacher-child relationships during 1 year of preschool. Teachers (n = 223) reported their perceptions of closeness and conflict in their teacher-child relationships in the fall and spring. Children's (n = 895) positive…

Nursing students at a university - a study about learning style preferences.

PubMed

Hallin, Karin

2014-12-01

In most adult education, teachers use methods that assume all students learn in the same way. But knowledge of students' learning style preferences highlights the importance of adequate teaching and learning adaptation. The aim of the study was to describe and compare final year nursing students' learning style preferences in two campuses during three semesters. A further aim was to identify differences between learning style preferences and personal characteristics. A descriptive cross-sectional study using the Productivity Environmental Preference Survey (PEPS) questionnaire was conducted at a Swedish rural university. Three semester groups with 263 nursing students participated in 2012-2013. The majority of the students were 'flexible' in their learning style preferences and had none or few strong preferences. Students with strong preferences preferred high structure (75%) and an authority figure present (40%). About a third were highly auditory, tactile and/or kinesthetic while 8% were highly visual. Few significant differences were revealed between the groups of campuses and the groups of semesters or between learning style preferences and upper secondary school and care experience. There were no significant differences between learning style preferences and age and assistant nurse graduation. More women than men were highly motivated, auditory, tactile and kinesthetic and preferred structure and mobility. The PEPS questionnaire provides nursing students with self-awareness regarding their strengths and shortcomings in learning and teachers with a valuable and practical basis for their selection of adapted individual and group teaching methods. The findings suggest the need for wide variation and interactive teaching approaches, conscious didactic actions between cooperating teachers and conscious learning strategies for nursing students. Copyright © 2014 Elsevier Ltd. All rights reserved.

Relations between parents' interactive style in dyadic and triadic play and toddlers' symbolic capacity.

PubMed

Keren, M; Feldman, R; Namdari-Weinbaum, I; Spitzer, S; Tyano, S

2005-10-01

Play has a major role in the evaluation and treatment of young children referred to mental health clinicians. The present study examined parental correlates of preschoolers' symbolic play during dyadic and triadic play interactions. Boys' play contained more aggressive themes, and girls' contained more nurturing themes. Mothers displayed more caring themes during play with both sons and daughters, and fathers displayed more repair and construction themes. Mothers' and fathers' facilitative- creative interaction style in dyadic play predicted the level of the child's symbolic play. Co-parenting style marked by cooperation and autonomy predicted symbolic play during a triadic family session. Child intelligence predicted symbolic play beyond the parent's style during triadic but not dyadic interactions. The findings have implications for early intervention directed at increasing symbolic play in young children.

Emotional Identification with Teacher Identities in Student Teachers' Narrative Interaction

ERIC Educational Resources Information Center

Karlsson, Marie

2013-01-01

The paper suggests that narrative interaction in student teacher peer groups is an important context for emotional identification with culturally available teacher identities. It addresses issues pointed out as problematic in research on teacher identity formation: focus on the individual and the underestimation of context. A positioning analysis…

Teacher Perceptions of the Impact of Self-Efficacy on Classroom Management Style: A Case Study

ERIC Educational Resources Information Center

McCain, Patty Jo

2017-01-01

The purpose of this qualitative case study was to develop an understanding of how current and former middle school teachers in a suburban school district in northeast Georgia perceive low self-efficacy impacts their classroom management style. The theory guiding this study was Bandura's (1977) self-efficacy theory as it supported the idea that…

Interactive Whiteboards: Do Teachers Really Use Them Interactively?

ERIC Educational Resources Information Center

Tatli, Cemal; Kiliç, Eylem

2016-01-01

The aim of this quantitative study is to examine high school teachers' use of specific features of interactive whiteboards (IWBs). During the 2012-2013 academic school year, 535 teachers in pilot schools from 10 provinces under the FATIH Project (Movement of Enhancing Opportunities and Improving Technology) participated. Data were collected…

Development of an Instrument to Measure Teaching Style in Japan: The Teaching Style Assessment Scale

ERIC Educational Resources Information Center

Yoshida, Fumiko; Conti, Gary J.; Yamauchi, Toyoaki; Iwasaki, Takaaki

2014-01-01

Teaching style has been a popular concept for many years. Teaching style refers to the distinct qualities displayed by a teacher that are persistent from situation to situation regardless of the content. The Principles of Adult Learning Scale (PALS) has been used extensively in the West for measuring teaching style in relationship to the adult…

Characteristics of positive-interaction parenting style among primiparous teenage, optimal age, and advanced age mothers in Canada.

PubMed

Kim, Theresa H M; Connolly, Jennifer A; Rotondi, Michael; Tamim, Hala

2018-01-08

Positive-interaction parenting early in childhood is encouraged due to its association with behavioural development later in life. The objective of this study was to examine if the level of positive-interaction parenting style differs among teen, optimal age, and advanced age mothers in Canada, and to identify the characteristics associated with positive-interaction parenting style separately for each age group. This was a cross-sectional secondary analysis of the National Longitudinal Survey of Children and Youth. First-time mothers with children 0-23 months were grouped into: teen (15-19 years, N = 53,409), optimal age (20-34 years, N = 790,960), and advanced age (35 years and older, N = 106,536). The outcome was positive-interaction parenting style (Parenting Practices Scale); maternal socio-demographics, health, social, and child characteristics were considered for backward stepwise multiple linear regression modeling, stratified for each of the age groups. Teen, optimal age, and advanced age mothers reported similar levels of positive- interaction parenting style. Covariates differed across the three age groups. Among optimal age mothers, being an ever-landed immigrant, childcare use, and being devoted to religion were found to decrease positive-interaction parenting style, whereas, higher education was found to increase positive-interaction parenting style. Teen mothers were not found to have any characteristics uniquely associated with positive-interaction parenting. Among advanced age mothers, social support was uniquely associated with an increase in positive-interaction parenting. Very good/excellent health was found to be positively associated with parenting in teens but negatively associated with parenting in advanced age mothers. Characteristics associated with positive-interaction parenting varied among the three age groups. Findings may have public health implications through information dissemination to first-time mothers, clinicians

Learning Styles of the Students of Biology Department and Prospective Biology Teachers in Turkey and Their Relationship with Some Demographic Variables

ERIC Educational Resources Information Center

Günes, M. Handan

2018-01-01

This study has been carried out with the aim of researching dominant learning styles of the students studying at the biology departments of the faculty of science or the faculty of arts and sciences as well as the dominant learning styles of the prospective biology teachers studying at the faculty of education of universities in Turkey, by taking…

Effects of Sibling Structure and Interaction on Children's Categorization Style

ERIC Educational Resources Information Center

Cicirelli, Victor G.

1973-01-01

One hundred sixty sibling pairs from two child families were sampled for sibling interaction behaviors as they relate to measures of categorization style. The study provides additional evidence of the importance of a child's siblings to his cognitive development. (Editor/RK)

Teachers' Interpersonal Style and Its Relationship to Emotions, Causal Attributions, and Type of Challenging Behaviors Displayed by Students with Intellectual Disabilities

ERIC Educational Resources Information Center

Alevriadou, Anastasia; Pavlidou, Kyriaki

2016-01-01

Teachers' interpersonal style is a new field of research in the study of students with intellectual disabilities and challenging behaviors in school context. In the present study, we investigate emotions and causal attributions of three basic types of challenging behaviors: aggression, stereotypy, and self-injury, in relation to teachers'…

Studying physician effects on patient outcomes: physician interactional style and performance on quality of care indicators.

PubMed

Franks, Peter; Jerant, Anthony F; Fiscella, Kevin; Shields, Cleveland G; Tancredi, Daniel J; Epstein, Ronald M

2006-01-01

Many prior studies which suggest a relationship between physician interactional style and patient outcomes may have been confounded by relying solely on patient reports, examining very few patients per physician, or not demonstrating evidence of a physician effect on the outcomes. We examined whether physician interactional style, measured both by patient report and objective encounter ratings, is related to performance on quality of care indicators. We also tested for the presence of physician effects on the performance indicators. Using data on 100 US primary care physician (PCP) claims data on 1,21,606 of their managed care patients, survey data on 4746 of their visiting patients, and audiotaped encounters of 2 standardized patients with each physician, we examined the relationships between claims-based quality of care indicators and both survey-derived patient perceptions of their physicians and objective ratings of interactional style in the audiotaped standardized patient encounters. Multi-level models examined whether physician effects (variance components) on care indicators were mediated by patient perceptions or objective ratings of interactional style. We found significant physician effects associated with glycohemoglobin and cholesterol testing. There was also a clinically significant association between better patient perceptions of their physicians and more glycohemoglobin testing. Multi-level analyses revealed, however, that the physician effect on glycohemoglobin testing was not mediated by patient perceived physician interaction style. In conclusion, similar to prior studies, we found evidence of an apparent relationship between patient perceptions of their physician and patient outcomes. However, the apparent relationships found in this study between patient perceptions of their physicians and patient care processes do not reflect physician style, but presumably reflect unmeasured patient confounding. Multi-level modeling may contribute to better

Culture-specific views of child maltreatment and parenting styles in a Pacific-Island community.

PubMed

Collier, A F; McClure, F H; Collier, J; Otto, C; Polloi, A

1999-03-01

Providing culturally sensitive definitions of child abuse is difficult as perceptions of what constitutes abuse can vary around the world. This study was undertaken to assess how teachers in the Republic of Palau perceived the severity of potentially abusive incidents and what types of recommendations, if any, they would have for situations judged as severely abusive. Attitudes about child rearing practices were also evaluated. Teachers (n = 141 ) were given: (1) a questionnaire consisting of 25 vignettes describing parent/child interactions that were potentially abusive and asked to rate the severity of abuse and recommended interventions for each vignette; and (2) a 40-item parenting styles questionnaires to evaluate attitudes about child-rearing practices. Teachers identified and recommended interventions for more severe forms of abuse at rates similar to other international samples. For less severe parental misconduct, teachers were reluctant to involve nonfamily and outside agencies. Sexual abuse was rated as the most serious type of abuse and when identified, intervention was highly recommended. Some traditional Palauan parenting practices that might be considered maltreatment by other cultures were not considered abusive. For parenting styles, older individuals were more likely to use guilt induction and less likely to use methods of acceptance. Aggressive parenting styles were negatively correlated with all forms of abuse, suggesting that teachers who used aggressive disciplinary styles were less likely to perceive abusive situations as harmful. These results indicate that cultural values and practices play important roles in shaping the definition and interpretation of child maltreatment.

Examining the Relationship between Thinking Styles and Technological Pedagogical Content Knowledge of the Candidate Mathematics Teachers

ERIC Educational Resources Information Center

Canbolat, Nuran; Erdogan, Ahmet; Yazlik, Derya Ozlem

2016-01-01

The aim of this research is measuring the technological pedagogical content knowledge of the candidate elementary mathematics teachers, identifying the thinking styles of the same candidates and finding out that whether there is a correlation or not. The research has the characteristics of a basic research to add new information to the scientific…

Teacher-Student Interaction and Learning.

ERIC Educational Resources Information Center

Hall, Joan Kelly; Walsh, Meghan

2002-01-01

Reviews literature on recent developments in teacher-student interaction and language learning. Based on a sociocultural perspective of language and learning, draws from three types of classrooms: first language, second language, and foreign language. Attention is given to studies that investigate the specific means used in teacher-student…

Learning Styles.

ERIC Educational Resources Information Center

Dyrud, Marilyn A., Ed.

1997-01-01

Presents three articles that explore the concept of learning styles and its application in business communication: (1) "Learning Styles and Teaching Styles: Who Should Adapt to Whom?" (Thomas C. Thompson); (2) "The Effect of Interactive Multimedia on Learning Styles" (Stevina U. Evuleocha); and (3) "Applying Kolb Learning…

The effect of learning styles and attitude on preservice elementary teachers' conceptual understanding of chemistry and the nature of matter in a simulation-based learning environment

NASA Astrophysics Data System (ADS)

Al-Jaroudi, Mo H.

This causal-comparative descriptive study investigated the achievement of pre-service elementary teachers taking an introductory physical science course that integrates inquiry-based instruction with computer simulations. The study was intended to explore if pre-service elementary teachers with different attitudes towards science as well as students with different learning styles would benefit differentially. Four research questions including four hypotheses were developed. The first major question consist of four specific hypothesis that addressed preservice elementary teachers' learning styles (Active/Reflective, Sensing/Intuitive, Visual/Verbal, and Sequential/Global) and their conceptual understanding of chemistry and the particulate nature of matter in a science class which use hands-on learning integrated with computer based simulated activities. The second major question pertained to the relationship between preservice teachers learning science and chemistry and their attitude towards science. The third major question related to preservice elementary teachers science and chemistry achievement gain scores and attitude average affected by their learning styles. Finally, the fourth question pertained to the dissipation or the minimization of preservice elementary teachers' science and chemistry misconceptions over the course of study. Three instruments were given to preservice elementary teachers in three different classes: pretest/posttest for the science conceptual understanding examination, and pretest-only for the science attitude and learning styles instruments. Total usable science attitude surveys returned was 67 out of 70. The overall average mean was 3.13 (SD = .51) on a five point scale. Total return of science achievement instrument was 65, with a total mean test score (quantitative and qualitative together) of 6.38 (SD = 3.05) on the pretest, with a post test mean of 9.06 (SD = 4.19). Results revealed no statistically significant achievement gain

Didactic Approaches to Child-Managed Play: Analyses of Teacher's Interaction Styles in Kindergartens and After-School Programmes in Norway

ERIC Educational Resources Information Center

Løndal, Knut; Greve, Anne

2015-01-01

This article explores the nature of teachers' involvement in child-managed play. We approached this didactic issue through analysis of interactional situations in a kindergarten and an after-school programme and by drawing on relational theory and the concept of "pedagogical tact". Qualitative material was gathered from observations and…

Using Interactive Video to Develop Preservice Teachers' Classroom Awareness

ERIC Educational Resources Information Center

Fadde, Peter; Sullivan, Patricia

2013-01-01

This study investigates the use of interactive video in teacher education as a way of laying the cognitive groundwork for developing teacher self-reflection. Two interactive video approaches were designed to help early preservice teachers (novices) align what they observed in classroom teaching videos of other preservice teachers with what…

An Inventory of Pedagogical Considerations for Interactive Television.

ERIC Educational Resources Information Center

MacKinnon, Allan; And Others

1995-01-01

Reports on a research and development project based at Simon Fraser University (Canada) involving the use of interactive television in teacher education. Describes several interactive television conferences that have taken place in British Columbia using a fiber optics telephone network. Discusses pedagogical styles and interaction considerations.…

Gaze Aversion during Social Style Interactions in Autism Spectrum Disorder and Williams Syndrome

ERIC Educational Resources Information Center

Doherty-Sneddon, Gwyneth; Whittle, Lisa; Riby, Deborah M.

2013-01-01

During face-to-face interactions typically developing individuals use gaze aversion (GA), away from their questioner, when thinking. GA is also used when individuals with autism (ASD) and Williams syndrome (WS) are thinking during question-answer interactions. We investigated GA strategies during face-to-face social style interactions with…

An Investigation of Nurses' Interaction Styles with Physicians and Suggested Patient Care Interventions.

ERIC Educational Resources Information Center

Redland, Alice R.

The purpose of this study was to identify relations between nurses' interaction styles and patient care interventions (PCI) that occurred after nurse-doctor interactions. A nonparticipant observer recorded interactions of 48 female registered nurses with physicians. Transcripts were coded and assigned to one of five theoretical nurse interaction…

Latent Factors in Student-Teacher Interaction Factor Analysis

ERIC Educational Resources Information Center

Le, Thu; Bolt, Daniel; Camburn, Eric; Goff, Peter; Rohe, Karl

2017-01-01

Classroom interactions between students and teachers form a two-way or dyadic network. Measurements such as days absent, test scores, student ratings, or student grades can indicate the "quality" of the interaction. Together with the underlying bipartite graph, these values create a valued student-teacher dyadic interaction network. To…

Task Rotation: Strategies for Differentiating Activities and Assessments by Learning Style. A Strategic Teacher PLC Guide

ERIC Educational Resources Information Center

Silver, Harvey; Moirao, Daniel; Jackson, Joyce

2011-01-01

One of the hardest jobs in teaching is to differentiate learning activities and assessments to your students' learning styles. But you and your colleagues can learn how to do this together when each of you has this guide to the Task Rotation strategy from our ultimate guide to teaching strategies, "The Strategic Teacher". Use the guide in your…

Are Some Parents' Interaction Styles Associated with Richer Grammatical Input?

ERIC Educational Resources Information Center

Fitzgerald, Colleen E.; Hadley, Pamela A.; Rispoli, Matthew

2013-01-01

Purpose: Evidence for tense marking in child-directed speech varies both across languages (Guasti, 2002; Legate & Yang, 2007) and across speakers of a single language (Hadley, Rispoli, Fitzgerald, & Bahnsen, 2011). The purpose of this study was to understand how parent interaction styles and register use overlap with the tense-marking…

Expert golf instructors' student-teacher interaction patterns.

PubMed

Schempp, Paul; McCullick, Bryan; St Pierre, Peter; Woorons, Sophie; You, JeongAe; Clark, Betsy

2004-03-01

The purpose of this study was to identify the dominant instructional interaction patterns of expert golf instructors. Instructors (N = 22) were selected by the Ladies Professional Golf Association (LPGA) Teaching based on the following criteria: (a) 10 or more years of golf teaching experience, (b) LPGA certification, (c) awards received for the quality of their instruction, and (d) peer and student recognition for outstanding teaching. The instructors were videotaped teaching a 60-min lesson to a novice college-age woman with no previous golf experience. The tapes were then analyzed using both the Cheffers Adaptation of Flanders' Interaction Analysis System (CAFIAS) and a qualitative analysis. Based on the findings from descriptive statistics and correlation analyses of the CAFIAS data and qualitative data analysis, several trends were identified. First, the dominant instructional behavior of these teachers was providing information to the students using both explanations and demonstrations. Second, the prevailing instructional interaction pattern of the expert teachers included extensive explanations and demonstrations followed by directions. The student followed the directions by practicing skills and received praise for their achievements. Third, high rates of directions and praise from teachers prompted student practice. Fourth, engaging students in subject-related discussion was positively correlated with teachers' questions but negatively correlated with teachers' criticisms. Finally, teacher acceptance was positively correlated with student analytic behavior, while teachers' talk negatively correlated with students initiating discussions.

Problem-Solving Style, Teaching Style, and Teaching Practices among In-Service Teachers

ERIC Educational Resources Information Center

Mandelbaum, Matthew Gary

2013-01-01

While educational psychologists have found evidence for effective teaching behaviors that lead to academic achievement, pedagogy still lacks prescriptive accuracy for all students at all times. Teaching style and problem-solving style may be underlying mechanisms behind teaching behaviors. The present study looked at these three…

Externalizing behaviors in preadolescents: familial risk to externalizing behaviors and perceived parenting styles.

PubMed

Buschgens, Cathelijne J M; van Aken, Marcel A G; Swinkels, Sophie H N; Ormel, Johan; Verhulst, Frank C; Buitelaar, Jan K

2010-07-01

The aim was to investigate the contribution of familial risk to externalizing behaviors (FR-EXT), perceived parenting styles, and their interactions to the prediction of externalizing behaviors in preadolescents. Participants were preadolescents aged 10-12 years who participated in TRAILS, a large prospective population-based cohort study in the Netherlands (N = 2,230). Regression analyses were used to determine the relative contribution of FR-EXT and perceived parenting styles to parent and teacher ratings of externalizing behaviors. FR-EXT was based on lifetime parental externalizing psychopathology and the different parenting styles (emotional warmth, rejection, and overprotection) were based on the child's perspective. We also investigated whether different dimensions of perceived parenting styles had different effects on subdomains of externalizing behavior. We found main effects for FR-EXT (vs. no FR-EXT), emotional warmth, rejection, and overprotection that were fairly consistent across rater and outcome measures. More specific, emotional warmth was the most consistent predictor of all outcome measures, and rejection was a stronger predictor of aggression and delinquency than of inattention. Interaction effects were found for FR-EXT and perceived parental rejection and overprotection; other interactions between FR-EXT and parenting styles were not significant. Correlations between FR-EXT and perceived parenting styles were absent or very low and were without clinical significance. Predominantly main effects of FR-EXT and perceived parenting styles independently contribute to externalizing behaviors in preadolescents, suggesting FR-EXT and parenting styles to be two separate areas of causality. The relative lack of gene-environment interactions may be due to the epidemiological nature of the study, the preadolescent age of the subjects, the measurement level of parenting and the measurement level of FR-EXT, which might be a consequence of both genetic and

How Cognitive Style and Problem Complexity Affect Preservice Agricultural Education Teachers' Abilities to Solve Problems in Agricultural Mechanics

ERIC Educational Resources Information Center

Blackburn, J. Joey; Robinson, J. Shane; Lamm, Alexa J.

2014-01-01

The purpose of this experimental study was to determine the effects of cognitive style and problem complexity on Oklahoma State University preservice agriculture teachers' (N = 56) ability to solve problems in small gasoline engines. Time to solution was operationalized as problem solving ability. Kirton's Adaption-Innovation Inventory was…

"Interactive Whole Class Teaching" in the National Literacy Strategy.

ERIC Educational Resources Information Center

Hardman, Frank; Smith, Fay; Wall, Kate

2003-01-01

Presents findings of extensive investigation (n=70) into interactive and discourse styles of a nationally representative sample of primary teachers. Explores impact of official endorsement of interactive whole class teaching in the teaching of England's National Literacy Strategy to examine whether it is promoting pupils' higher interaction and…

Emotions Matter: Teachers' Feelings about Their Interactions with Teacher Trainers during Curriculum Reform

ERIC Educational Resources Information Center

Yin, Hong-biao; Lee, John Chi-Kin

2011-01-01

Compared with the rich exploration of teachers' emotional geographies in the West, there have been only a small number of studies conducted in Chinese societies that have adopted Hargreaves's emotional geographies to analyze human interactions in education. This study explores the nature of emotions felt by teachers during their interactions with…

A Study of Teacher-Learner Interactions: A Continuum Between Monologic and Dialogic Interactions.

PubMed

Kathard, Harsha; Pillay, Daisy; Pillay, Mershen

2015-07-01

Teachers and learners must be able to shift flexibly along the continuum of monologic and dialogic interactional repertoires to advance learning. This article describes how teachers and learners interacted during whole-class instruction along the continuum between monologic and dialogic interaction in primary school classrooms in Western Cape, South Africa. A video-observation method was used to analyze teacher-learner interactions (TLIs) across 15 lessons in intermediate-phase classrooms. TLIs were analyzed in relation to indicators such as authority, questions, feedback, explanation, metalevel connection, and collaboration. The transcriptions of TLIs were described using quantitative and qualitative techniques. The study found that teachers sustained dominant monologic interactions by asserting their authority, asking mainly closed-ended questions, and providing confirming/correcting feedback that constrained the interaction. Learners had limited opportunities for explanations or collaboration. Across most lessons, there were episodic shifts from monologic TLIs to transitional TLIs. These transitions were achieved by using mainly open-ended questions and feedback to expand the interaction. Dialogic TLIs were not evident. Monologic TLIs were dominant, closing down opportunities for communication. Although transitional TLIs were evident, they were episodic and showed the potential for opening interaction opportunities. The absence of dialogic TLIs suggested that collaborative engagement opportunities were unavailable. The opportunity for intervention to increase dialogic TLIs is discussed.

The Interaction of Cognitive Styles with Varying Levels of Feedback in Multimedia Presentation.

ERIC Educational Resources Information Center

Khine, Myint Swe

1996-01-01

Study of 105 Brunei secondary school students investigating interactive effects of feedback levels using aptitude treatment interaction (ATI) approach and cognitive styles (field dependent-independent (FDI) in multimedia presentations found differences between no feedback (NF) and knowledge of results (KOR), NF and elaborated feedback (EF), none…

The Influence of Parenting Style and Child Temperament on Child-Parent-Dentist Interactions.

PubMed

Aminabadi, Naser Asl; Deljavan, Alireza Sighari; Jamali, Zahra; Azar, Fatemeh Pournaghi; Oskouei, Sina Ghertasi

2015-01-01

This study aimed to investigate the interaction between parenting style and child's temperament as modulators of anxiety and behavior in children during the dental procedure. Healthy four- to six-year-olds (n equals 288), with carious primary molars scheduled to receive amalgam fillings were selected. The Primary Caregivers Practices Report was used to assess the parenting style, and the Children's Behavior Questionnaire-Very Short Form was used to evaluate child temperament. Children were managed using common behavior management strategies. Child behavior and anxiety during the procedure were assessed using the Frankl behavior rating scale and the verbal skill scale, respectively. Spearman's correlation coefficient was used to examine the correlation among variables. Authoritative parenting style was positively related to positive child's behavior (P<.05) and negatively related to child's anxiety (P<.05). A positive relationship existed between permissive subscale and negative behaviors (P<.05) and child's anxiety (P<.05). There was a significant direct effect of authoritative parenting style on the effortful control trait (P<.05) and permissive parent style on the child negative affectivity (P<.05). Parenting style appeared to mediate child temperament and anxiety, and was related to the child's behavior. Parenting style should be considered in the selection of behavior guidance techniques.

Gender differences in teacher-student interactions in science classrooms

NASA Astrophysics Data System (ADS)

Jones, M. Gail; Wheatley, Jack

1990-12-01

Thirty physical science and 30 chemistry classes, which contained a total of 1332 students, were observed using the Brophy-Good Teacher-Child Dyadic Interaction System. Classroom interactions were examined for gender differences that may contribute to the underrepresentation of women in physics and engineering courses and subsequent careers. The Brophy-Good coding process allows for examination of patterns of interactions for individuals and groups of pupils. An analysis of variance of the data yielded a significant main effect for teacher praise, call outs, procedural questions, and behavioral warnings based on the sex of the student and a significant teacher-sex main effect for direct questions. Significant two-way interactions were found for the behavioral warning variable for teacher sex and subject by student sex. Female teachers warned male students significantly more than female students. Male teachers warned both genders with similar frequency. Male students also received significantly more behavioral warnings in physical science classes than female students. In chemistry classes, both male and female students received approximately the same number of behavioral warnings.

Graphic indicators of pedagogic style in Greek children's drawings.

PubMed

Bonoti, Fotini; Misailidi, Plousia; Gregoriou, Fotini

2003-08-01

311 Greek children's drawings of classroom life were employed to investigate the diagnostic validity of this measure in identifying teachers' pedagogic style. The sample was divided into three age groups, 6-, 8-, and 10-yr. olds, who were asked to draw pictures of themselves and their teachers in their classroom. Drawings were scored using as criteria the four graphic indicators (ratings of size, detailing, centrality, and social distance) proposed by Aronsson and Anderson in 1996. Analysis showed three out of the four indicators discriminated teacher-centered vs student-centered pedagogic style. More specifically, in the teacher-centered setting children drew the teacher of dominant size, in a central position, and as remote, while in the student-centered setting the teacher was depicted closer to the student, in a less central position, and less emphasized relative to the student. The findings are discussed with respect to the absence of age-related effects and the possibility of using children's drawings of classroom life as a measure for tapping into children's representations of pedagogic style.

The Potential Perils of Praise in a Democratic Interactive Classroom.

ERIC Educational Resources Information Center

Larrivee, Barbara

2002-01-01

Teacher praise can undermine the development of fundamental democratic values. This article presents styles of teacher talk in line with the principles and goals of democratic leadership and interactive teaching. Advocated discourse patterns encourage self-evaluation and self-reflection, enabling students to develop standards for judging their own…

Do yogis have "Learning Styles"? (A somatic solution).

PubMed

Strean, William Ben

2017-01-01

Learning styles has captivated a great deal of attention in yoga teacher training. The triad of visual, auditory, and kinesthetic learning styles has been particularly popular; yet as Sharp et al . asserted, such an approach trivializes the complexity of learning and compromises scholarship at all levels of the education community. This paper addresses that although there is great merit in recognizing yoga students' differences and preferences, many uses of learning styles in yoga teacher training are superficial and promote self-handicapping. A somatic perspective (from soma, the body in its wholeness) offers a framework to reconsider the depth of effective learning.

Medical biochemistry: Is it time to change the teaching style?

PubMed

Palocaren, Jeeji; Pillai, Lekha S; Celine, T M

2016-01-01

The Medical Council of India (MCI) recommendations on medical education suggest a shift from didactic lectures to more interactive lectures. This study assessed the effectiveness of different pedagogical methods in biochemistry and the perceptions of students and teachers about the shift from didactic to interactive lectures. An interventional crossover study was done with the topic divided into three biochemical modules and one clinical module. The students were divided into two batches, one of which was given didactic and the other, interactive lectures. They were assessed immediately after the lecture and four months later. Anonymous feedback was obtained to gauge the students' perceptions regarding the mode of teaching. The teachers' feedback on the use of both pedagogical styles was also obtained. There was no significant difference between the performance of the two groups in either examination in three of the modules. However, there was a statistically significant difference between the two groups' performance in the module that had clinical applications, with students from the interactive lecture group performing better. All students preferred interactive classes, irrespective of the topic taught. The teachers indicated that, although at the outset the interactive lectures were difficult to manage, both in terms of content and time, these drawbacks could be overcome with time and practice. Interactive lectures are an effective teaching method in biochemistry, especially in topics involving clinical application.

A Comparative Study of the Influence of Head Teachers Management Styles on Pupils Performance in KCPE in Public and Private Primary Schools in Nakuru Municipality, Kenya

ERIC Educational Resources Information Center

Shibo, Margaret Nekesa

2016-01-01

The purpose of this study was to compare the influence of management styles of head teacher's on pupils' performance in private and public primary schools in Nakuru municipality at Kenya Certificate of Primary Education level. The population comprised of teachers and head teachers in public primary schools. The study adopted the ex post facto…

Family Interaction Styles as Predictors of Children's Competence: The Role of Synchrony and Nonsynchrony.

ERIC Educational Resources Information Center

Harrist, Amanda W.

This study examined relations among parent-child interaction style and children's social behavior at school. A total of 158 children were observed for 4 hours in their homes the summer before their kindergarten year. Interactions with mothers and fathers were rated in terms of their engagement reciprocity and affective tone. Interactions were then…

Keeping Current: Doing It with Style for Different Folks: Learning Styles for School Library Media Specialists.

ERIC Educational Resources Information Center

Barron, Daniel D.

1997-01-01

Understanding learning styles can help teachers get beyond lecture, text, and test. This article reviews some of the research and literature on learning styles, highlighting the Myers-Briggs Type Indicator, the Keirsey Temperament Sorter, the 4-MAT System, and Attention Deficit Disorder (ADD). Includes related Web sites and print resources. (PEN)

The Role of Child Negative Affect in the Relations between Parenting Styles and Play

ERIC Educational Resources Information Center

Lagace-Seguin, Daniel G.; d'Entremont, Marc-Robert L.

2006-01-01

Interactions between parenting styles and children's negative affect in the prediction of reticent, solitary-active, and rough-and-tumble play behaviours were examined. The present study involved 98 children, their mothers and their preschool teachers. Participants (53 boys and 45 girls) were a mean age of 3.83 years (standard deviation = 0.69).…

Teacher-Child Relationship Quality: The Roles of Child Temperament and Teacher-Child Interactions

ERIC Educational Resources Information Center

Rudasill, Kathleen Moritz; Rimm-Kaufman, Sara E.

2009-01-01

Young children's relationships with teachers predict social and academic success. This study examines contributions of child temperament (shyness, effortful control) and gender to teacher-child relationship quality both directly and indirectly through the frequency of teacher-child interactions in the classroom. Using an NICHD SECCYD sample of 819…

Principals' Social Interactions with Teachers: How Principal-Teacher Social Relations Correlate with Teachers' Perceptions of Student Engagement

ERIC Educational Resources Information Center

Price, Heather E.

2015-01-01

Purpose: The purpose of this paper is to link the social interactions between principals and their teachers to teachers' perceptions of their students' engagement with school, empirically testing the theoretical proposition that principals influence students through their teachers in the US charter school environment. The mediating influence of…

Analyzing Conceptual Gains in Introductory Calculus with Interactively-Engaged Teaching Styles

ERIC Educational Resources Information Center

Thomas, Matthew

2013-01-01

This dissertation examines the relationship between an instructional style called Interactive-Engagement (IE) and gains on a measure of conceptual knowledge called the Calculus Concept Inventory (CCI). The data comes from two semesters of introductory calculus courses (Fall 2010 and Spring 2011), consisting of a total of 482 students from the…

Teacher Awareness of Classroom Dyadic Interactions.

ERIC Educational Resources Information Center

Martin, Roy; Keller, Albert

Dyadic interactions between teachers and students were recorded in 30 classrooms with each classroom being observed for one day. At the end of the day teachers were told the number of contacts they had with individual students and were asked to estimate the percentages that were a) response opportunities, in which the child attempts to answer a…

Teachers' Perceptions of School Principals' Leadership Styles and Parental Involvement--The Case of the Arab Education System in Israel

ERIC Educational Resources Information Center

Arar, Khalid; Abramovitz, Ruth; Daod, Saeda; Awad, Yasir; Khalil, Mahmood

2016-01-01

This study deals with teachers' perceptions of principals' leadership style as it affects parental involvement (PI) in the special context of the Arab education system in Israel. Contemporary perceptions of education within the Western individualist society, including in the majority society in Israel, regard the full spectrum of PI, ranging from…

Dimensions of school climate: teachers' or principals' power styles and subjects' propensities to be climate vigilant as related to students' perceptions of satisfaction and of peers' abusive behavior.

PubMed

Verhoek-Miller, Nancy; Miller, Duane I; Shirachi, Miyoko; Hoda, Nicholas

2002-08-01

Two studies investigated teachers' and principals' power styles as related to college students' retrospective ratings of satisfaction and peers' abusive behavior. One study also investigated retrospective self-perception as related to students' sensitivity to the occurrence of physical and psychological abuse in the school environment. Among the findings were positive correlations between subjects' perceptions that their typical elementary school teacher used referent, legitimate, or expert power styles and subjects' reported satisfaction with their elementary school experience. Small but statistically significant correlations were found suggesting that principals' power style was weakly associated with ratings of psychological abuse in elementary school and physical abuse in middle school. Also, students who rated themselves as intelligent, sensitive, attractive, and depressive had higher ratings of perceived psychological and physical abuse at school. It was concluded that parameters of leaders' power styles and subjects' vigilance might be useful for understanding school climates. Experimentally designed studies are required.

Better for Both--Thoughts on Teacher-Pupil Interaction.

ERIC Educational Resources Information Center

Kilburn, John

1978-01-01

To remove the adversary emphasis from pupil-teacher interactions, the author presents a simple model, showing how an intervention can potentially make a situation better, worse, or unchanged for the pupil and the teacher. A sample scenario is provided of two teachers dealing with a misbehaving child. (SJL)

An Analysis of the Relationship between Prospective Teachers' Thinking Styles and Their Attitudes to Teaching Profession According to Various Variables

ERIC Educational Resources Information Center

Uygun, Mehmet; Kunt, Halil

2014-01-01

This study aimed to analyze the relationship between primary school prospective teachers' thinking styles and their attitudes to teaching profession. The study group for the research consisted of fourth-grade Primary School of Elementary Education, Social Sciences Education and Science Education students studying at Dumlupinar University Education…

Effects of Different Teaching Styles on the Teacher Behaviours that Influence Motivational Climate and Pupils' Motivation in Physical Education

ERIC Educational Resources Information Center

Morgan, Kevin; Kingston, Kieran; Sproule, John

2005-01-01

This study investigated the effects of different teaching styles on the teaching behaviours that influence motivational climate and pupils' cognitive and affective responses in physical education. Four (two male, two female) initial teacher education (ITE) students and 92 pupils (47 boys, 45 girls), from two schools in the UK, participated in the…

Detection Learning Style Vark For Out Of School Children (OSC)

NASA Astrophysics Data System (ADS)

Amran, Ali; Desiani, Anita; Hasibuan, MS

2017-04-01

Learning style is different for every learner especially for out of school children or OSC. They are not like formal students, they are learners but they don’t have a teacher as a guide for learning. E-learning is one of the solutions to help OSC to get education. E-learning should have preferred learning styles of learners. Data for identifying the learning style in this study were collected with a VARK questionnaire from 25 OSC in junior high school level from 5 municipalities in Palembang. The validity of the questionnaire was considered on basis of experts’ views and its reliability was calculated by using Cronbach’s alpha coefficients (α=0.68). Overall, 55% preferred to use a single learning style (Uni-modal). Of these, 27,76% preferred Aural, 20,57% preferred Reading Writing, 33,33% preferred Kinaesthetic and 23,13% preferred Visual. 45% of OSC preferred more than one style, 30% chose two-modes (bimodal), and 15% chose three-modes (tri-modal). The Most preferred Learning style of OSC is kinaesthetic learning. Kinaesthetic learning requires body movements, interactivities, and direct contacts with learning materials, these things can be difficult to implement in eLearning, but E-learning should be able to adopt any learning styles which are flexible in terms of time, period, curriculum, pedagogy, location, and language.

Using Family Style Dining to Increase Social Interactions in Young Children

ERIC Educational Resources Information Center

Locchetta, Brandy M.; Barton, Erin E.; Kaiser, Ann

2017-01-01

During family style dining (FSD), caregivers are encouraged to sit with children at the table to support, promote, and facilitate conversations. FSD is considered a best practice in child care and is encouraged by many early childhood agencies. However, there is no current research documenting the effects of FSD on mealtime interactions in the…

Interactive Whole Class Teaching in the National Literacy and Numeracy Strategies

ERIC Educational Resources Information Center

Smith, Fay; Hardman, Frank; Wall, Kate; Mroz, Maria

2004-01-01

The study set out to investigate the impact of the official endorsement of 'interactive whole class teaching' on the interaction and discourse styles of primary teachers while teaching the National Literacy and Numeracy Strategies. In both strategies, interactive whole class teaching is seen as an 'active teaching' model promoting high quality…

Refining "Teacher Design Capacity": Mathematics Teachers' Interactions with Digital Curriculum Resources

ERIC Educational Resources Information Center

Pepin, B.; Gueudet, G.; Trouche, L.

2017-01-01

The goal of this conceptual paper is to develop enhanced understandings of mathematics teacher design and design capacity when interacting with digital curriculum resources. We argue that digital resources in particular offer incentives and increasing opportunities for mathematics teachers' design, both individually and in collectives. Indeed they…

The Relationships between Child Temperament, Teacher-Child Relationships, and Teacher-Child Interactions

ERIC Educational Resources Information Center

Oren, Meral; Jones, Ithel

2009-01-01

The purpose of the study was to examine the relationships between child temperament, teacher-child relationships, and teacher-child interactions in four preschool classrooms. The preliminary analyses revealed classroom differences for all variables. In all the classrooms except one, the temperament factor Reactivity had positive and high…

Influences on Teaching Style in Work with Disturbed Preschoolers.

ERIC Educational Resources Information Center

Lasher, Miriam G.; And Others

Teaching styles of five teacher trainees and one experienced teacher were observed. Teachers worked in pairs with groups of four to five disturbed preschool children. Six 10-minute observations of each teacher were made during the year by direct observation and video tape recording. Observe actions and verbalizations of teachers and children were…

Principals' and Cooperating Teachers' Expectations of Teacher Candidates

ERIC Educational Resources Information Center

Bigham, Sarah G.; Hively, Dorothy E.; Toole, Georgiann H.

2014-01-01

This study examined public school partners' expectations of teacher candidates and beginning teachers and the qualities that principals consider most important when hiring new teachers. Teachers in Maryland, West Virginia and Virginia (N = 130) responded to 37 Likert-style survey questions based upon the 100 school principals' interview questions…

Does Professional Development Reduce the Influence of Teacher Stress on Teacher-Child Interactions in Pre-Kindergarten Classrooms?

ERIC Educational Resources Information Center

Sandilos, Lia E.; Goble, Priscilla; Rimm-Kaufman, Sara E.; Pianta, Robert C.

2018-01-01

The present study examines the extent to which participation in a 14-week professional development course designed to improve teacher-child interactions in the classroom moderated the relation between teacher-reported job stress and gains in observed teacher-child interaction quality from the beginning to the end of the intervention. Participants…

Emotional Development and Construction of Teacher Identity: Narrative Interactions about the Pre-Service Teachers' Practicum Experiences

ERIC Educational Resources Information Center

Teng, Mark Feng

2017-01-01

Pre-service teacher identity research has directed limited attention to the construction and development of professional teacher identity through narrative interaction. An analysis of narrative interactions among pre-service teachers in the present study explored the ways in which they negotiated emotional flux in the process of training to become…

Implementing the Learner-Designed Individual Program Style in Physical Education

ERIC Educational Resources Information Center

Chatoupis, Constantine

2018-01-01

The purpose of this article is to guide the teacher in implementing the learner-designed individual program style (LDIP) in physical education settings. The LDIP style is one of the 11 spectrum teaching styles that promote self-directed learning. The spectrum of teaching styles is a conceptual framework that helps describe and organize the…

Emergent Readers' Social Interaction Styles and Their Comprehension Processes during Buddy Reading

ERIC Educational Resources Information Center

Christ, Tanya; Wang, X. Christine; Chiu, Ming Ming

2015-01-01

To examine the relations between emergent readers' social interaction styles and their comprehension processes, we adapted sociocultural and transactional views of learning and reading, and conducted statistical discourse analysis of 1,359 conversation turns transcribed from 14 preschoolers' 40 buddy reading events. Results show that interaction…

The Association between Parental Interaction Style and Children's Joint Engagement in Families with Toddlers with Autism

ERIC Educational Resources Information Center

Patterson, Stephanie Y.; Elder, Lauren; Gulsrud, Amanda; Kasari, Connie

2014-01-01

Purpose: This study examines the relationship between parental interaction style (responsive vs directive) and child-initiated joint engagement within caregiver-child interactions with toddlers diagnosed with autism spectrum disorders. Method: Videotaped interactions of 85 toddler-caregiver dyads were coded for child engagement and both parental…

Truancy: How Parents and Teachers Contribute.

ERIC Educational Resources Information Center

Little, Linda F.; Thompson, Rock

1983-01-01

Compared attitudes and behaviors of parents and teachers toward junior-high habitually truant students (N=94) and regular attenders (N=94). Data from the Little Parenting Valuing Styles Scale and Little Teacher Valuing Styles Scale suggest parents may contribute to truancy by being overprotective and overindulgent. Teachers may reject and…

Reduction of cognitive conflict and learning style impact towards student-teacher's misconception load

NASA Astrophysics Data System (ADS)

A'yun, Kurroti; Suyono, Poedjiastoeti, Sri; Bin-Tahir, Saidna Zulfiqar

2017-08-01

The most crucial issue in education is a misconception that is caused by the misconception of the students themselves. Therefore, this study provided the solution to improve the quality of teaching chemistry in the schools through the remediation of misconceptions to the chemistry teacher candidates. This study employed a mixed method approach using concurrent embedded designs where it tended more to the qualitative research, but it still relied on the quantitative research in the assessment of the learning impact. The results of this study were the students with higher levels of cognitive conflict still have high loads of misconceptions (MC), it possibly due to the type of students' learning styles that is the sequential-global balanced. To facilitate the cognitive conflict character and the learning style of sequential-global balanced, the researchers created an integrated worksheet conceptual change with peer learning (WCCPL). The peer learning undertaken in the last stages of conceptual change of WCCPL can increase the resistance of students' concept in a category of knowing the concept significantly, but it should be examined in an in-depth study related to the long-term memory.

Supervisor-Teacher Interaction: An Analysis of Verbal Behavior.

ERIC Educational Resources Information Center

Blumberg, Arthur; Cusick, Philip

A study was conducted to develop and test a method for describing, in a systematic and quantifiable fashion, the nature of the interaction that takes place between a supervisor (e.g., principal or helping teacher) and a teacher. Tape recordings of 50 supervisor-teacher conferences were collected. They were analyzed by use of a 15-category…

Teachers' Remarks on Interactive Whiteboard with LCD Panel Technology

ERIC Educational Resources Information Center

Koçak, Ömer; Gülcü, Aslan

2013-01-01

This study investigated the opinions of teachers about using interactive whiteboards with an LCD panel that was installed in classrooms within the FATIH educational project. The study was conducted at six high schools in which installation of interactive whiteboards with an LCD panel in classrooms was completed and teachers who received training…

A Course on Effective Teacher-Child Interactions. Research Brief

ERIC Educational Resources Information Center

Hamre, Bridget K.; Pianta, Robert C.; Burchinal, Margaret; Field, Samuel; LoCasale-Crouch, Jennifer; Downer, Jason T.; Howes, Carollee; LaParo, Karen; Scott-Little, Catherine

2012-01-01

This study found that teachers who were randomly assigned to take a 14-week course on effective teacher-child interactions demonstrated significant changes in beliefs and knowledge about effective practices and provided more stimulating and engaging interactions in the classroom. [This research brief is based on: Hamre, B. K., Pianta, R. C.,…

Theory to practice: A study of science teachers' pedagogical practices as measured by the Science Teacher Analysis Matrix (STAM) and Teacher Pedagogical Philosophy Interview (TPPI)

NASA Astrophysics Data System (ADS)

Brown, Sherri Lynne

This study continued research previously conducted by a nine-university collaborative, the Salish I Research Project, by exploring science teachers' beliefs and actions with regard to inquiry instruction. Science education reform efforts require that students learn science via inquiry. The purpose of this study was to determine and classify espoused teaching beliefs and observable teaching style. Reported are linkages between the teachers' beliefs and styles, influential coursework from College of Education and College of Liberal Arts, and outcomes of increased classroom experience. Eight participants were chosen from three separate preservice science education cohorts. Inquiry efforts require a student-centered environment as opposed to the traditional teacher-centered environment. According to the 1997 Salish I Research Collaborative, beginning teachers displayed a stark contrast between their student centered beliefs to their teacher-centered actions. The limitations of this study were as follows: (1) the participants had completed the authentic research-based inquiry science course, Knowing and Teaching Science: Just Do It; (2) the participants were currently teaching science at the secondary level; (3) the selected instruments were used in the Salish I Research Collaborative Study, and (4) instrument validity and reliability data were not available. Interview data from the Teacher Pedagogical Philosophy Interview (TPPI) instrument and observational data from the Secondary Science Teacher Analysis Matrix (STAM) instrument were statistically compiled via concept maps and matrices. Data were then represented on an ordinal scale. Interview results indicated that 87.5% of the participants professed a teacher-centered style with regard to teacher and student's actions. Observational results indicated that 56% of the participants displayed a teacher-centered style with regard to content, teacher's actions, student's actions, resources, and environment. Additionally

Promoting Student-Teacher Interactions: Exploring a Peer Coaching Model for Teachers in a Preschool Setting.

PubMed

Johnson, Stacy R; Finlon, Kristy J; Kobak, Roger; Izard, Carroll E

2017-07-01

Peer coaching provides an attractive alternative to traditional professional development for promoting classroom quality in a sustainable, cost-effective manner by creating a collaborative teaching community. This exploratory study describes the development and evaluation of the Colleague Observation And CoacHing (COACH) program, a peer coaching program designed to increase teachers' effectiveness in enhancing classroom quality in a preschool Head Start setting. The COACH program consists of a training workshop on coaching skills and student-teacher interactions, six peer coaching sessions, and three center meetings. Pre-post observations of emotional support, classroom organization, and instructional support using the Classroom Assessment Scoring System of twelve classrooms assigned to peer coaching were compared to twelve control classrooms at baseline and following the intervention. Findings provide preliminary support that the peer coaching program is perceived as acceptable and feasible by the participating preschool teachers and that it may strengthen student-teacher interactions. Further program refinement and evaluation with larger samples is needed to enhance student-teacher interactions and, ultimately, children's adaptive development.

Addictions Counselors' Credibility: The Impact of Interactional Style, Recovery Status, and Nonverbal Behavior

ERIC Educational Resources Information Center

Toriello, Paul J.; Strohmer, Douglas C.

2004-01-01

The impact of addictions counselors' interactional style (confrontational vs. motivational), recovery status (recovering vs. nonrecovering), and nonverbal behavior (facilitative vs. neutral) on 116 clients' perceptions of addictions counselor credibility was examined in a fully crossed factorial design. Significant results were found, and…

Beginning Teachers' Pupil Control Ideologies: An Empirical Examination of the Impact of Beliefs about Education, Mentorship, Induction, and Principal Leadership Style

ERIC Educational Resources Information Center

Rideout, Glenn; Windle, Sheila

2010-01-01

This empirical study examined changes in beginning teachers' pupil control ideologies (PCI). Quantitative analyses were conducted with regard to shifts in PCI that may be associated with internal beliefs about education and with external factors such as mentorship, induction programs, and school leadership style. Follow-up interviews facilitated a…

Leadership Styles and Decision-Making Styles in an Indonesian School Context

ERIC Educational Resources Information Center

Hariri, Hasan; Monypenny, Richard; Prideaux, Murray

2014-01-01

School leadership has been well researched in developed countries. However, in Asia, particularly in Indonesia, school leadership has not been well explored. Using survey data from a sample of 475 teachers in six Lampung school districts, this paper examines the relationships between school principal leadership styles and school principal…

Analysis of problem solving in terms of cognitive style

NASA Astrophysics Data System (ADS)

Anthycamurty, Rr C. C.; Mardiyana; Saputro, D. R. S.

2018-03-01

The purpose of this study was to analyze the problem solving based on the type of cognitive style. Subjects used in this study are students of class X SMK located in Purworejo. The method used in this research is qualitative descriptive. Data collection techniques used in this research is a problem-solving test to determine student problem solving and GEFT to determine the type of cognitive style possessed by students. The result of this research is to determine the mastery of each type in cognitive style, that is Field Independent type and Field Dependent type on problem solving indicator. The impact of this research is the teacher can know the mastery of student problem solving on each type of cognitive style so that teacher can determine the proper way of delivering to student at next meeting.

An Exploration of Interactions between Virtual Mentors and Preservice Teachers

ERIC Educational Resources Information Center

Reese, Jill

2017-01-01

This study describes interactions between preservice music teachers and experienced teachers during virtual mentoring sessions embedded in field experiences for an elementary general music methods course. Participants were preservice music teachers (mentees) and experienced teachers (mentors). Videos of six mentoring sessions were transcribed,…

Living in Style: A Guide to American Architecture.

ERIC Educational Resources Information Center

Instructor, 1990

1990-01-01

Studying architectural styles is an exciting way to make history come alive and to help students feel a part of their community. This teacher's guide includes several classroom activities, a historical guide to American architectural styles, a list of resources, and a reproducible student worksheet. (IAH)

Relationship between the learning style preferences of medical students and academic achievement.

PubMed

Almigbal, Turky H

2015-03-01

To investigate the relationship between the learning style preferences of Saudi medical students and their academic achievements. A cross-sectional study was conducted among 600 medical students at King Saud University in Riyadh, Kingdom of Saudi Arabia from October 2012 to July 2013. The Visual, Aural, Read/Write, and Kinesthetic questionnaire (VARK) questionnaire was used to categorize learning style preferences. Descriptive and analytical statistics were used to identify the learning style preferences of medical students and their relationship to academic achievement, gender, marital status, residency, different teaching curricula, and study resources (for example, teachers' PowerPoint slides, textbooks, and journals). The results indicated that 261 students (43%) preferred to learn using all VARK modalities. There was a significant difference in learning style preferences between genders (p=0.028). The relationship between learning style preferences and students in different teaching curricula was also statistically significant (p=0.047). However, learning style preferences are not related to a student's academic achievements, marital status, residency, or study resources (for example, teachers' PowerPoint slides, textbooks, and journals). Also, after being adjusted to other studies' variables, the learning style preferences were not related to GPA. Our findings can be used to improve the quality of teaching in Saudi Arabia; students would be advantaged if teachers understood the factors that can be related to students' learning styles.

Leader-Member Exchange, Cognitive Style, and Student Achievement

ERIC Educational Resources Information Center

Mosley, Chaney; Broyles, Thomas; Kaufman, Eric

2014-01-01

The purpose of this study is to explain how the quality of teacher-student relationships and the gap of cognitive styles between teachers and students impact student achievement. The population for the study was comprised of 11 career and technical education (CTE) teachers and 210 CTE students, representing six disciplines within CTE. The study…

Profiles of Teacher-Child Interaction Quality in Preschool Classrooms and Teachers' Professional Competence Features

ERIC Educational Resources Information Center

Hu, Bi Ying; Chen, Liang; Fan, Xitao

2018-01-01

This paper investigates early childhood education (ECE) teachers' self-reported and observed teacher-child interaction quality (TIQ) and the associated teachers' professional competence features using a latent profile analysis (LPA) approach to identify the variations in the quality of classroom experiences in Chinese preschools. A total of 164…

Teacher-Child Interactions in Chile and Their Associations with Prekindergarten Outcomes

ERIC Educational Resources Information Center

Leyva, Diana; Weiland, Christina; Barata, M.; Yoshikawa, Hirokazu; Snow, Catherine; Treviño, Ernesto; Rolla, Andrea

2015-01-01

Quality of teacher-child interactions is central to prekindergarten children's learning. In the United States, the quality of teacher-child interactions is commonly assessed using the teaching through interactions conceptual framework and an associated observational tool, the Classroom Assessment Scoring System (CLASS). This study examined: (a)…

An Investigation into the Academic Success of Prospective Teachers in Terms of Learning Strategies, Learning Styles and the Locus of Control

ERIC Educational Resources Information Center

Akça, Figen

2013-01-01

The present research aims to investigate the relationship between the learning strategies, learning styles, the locus of control and the academic success of prospective teachers. The study group consists of 198 university students in various departments at the Uludag University Faculty of Education. Research data were collected with the Locus of…

Insider Views of the Emotional Climate of the Classroom: What New Zealand Children Tell Us about Their Teachers' Feelings

ERIC Educational Resources Information Center

Andersen, Rachel J.; Evans, Ian M.; Harvey, Shane T.

2012-01-01

To explore children's perceptions of their teachers' feelings in everyday classroom contexts, the authors conducted focus groups with New Zealand primary (elementary) school children to discuss what they observed about positive classroom teachers' interactional style and emotional behavior. Seventy-nine students between age 8 and 12 years, from…

Constructing constructivism: The voyage of elementary science teachers

NASA Astrophysics Data System (ADS)

Freed, Andrea Beth

This study examined how participation in a professional development institute, which provided a constructivist learning environment affected the interactions between teachers and students in elementary science classrooms. The investigation considered teacher gender and experience, and also compared the less experienced participants with their non-participating mentors. A multiple case study design was utilized. Six self-selected teachers participated. Data was gathered through videotaped observations of science lessons and audiotaped teacher interviews. The research was guided by the following questions: (1) How do teachers perceive changes in their own teaching as a result of participation in a two week professional development institute using constructivist strategies? (2) How do teachers' perceptions of the changes in their teaching as a result of the summer institute measure against what is seen during the observations? (3) Are the teaching strategies of the less experienced participating teachers distinguishable from the strategies used by the non-participating teachers who were judged similar in style prior to the institute, but did not attend the institute? (4) Do differences emerge based on length of teaching experience? This study revealed some interesting findings: (1) results based on gender indicated that the women in the study interacted approximately twice as often as the men; (2) a marked difference existed between the interactions of TASK participants compared with the interactions of the non-TASK participants; and (3) a professional development experience that provides a constructivist learning environment for participants may be effective in helping teachers to transfer the experience to their classrooms or in reinforcing and validating teachers' current practices.

Teacher-student interaction: The overlooked dimension of inquiry-based professional development

NASA Astrophysics Data System (ADS)

de Oliveira, Alandeom Wanderlei

This study explores the teacher-student interactional dimension of inquiry-based science instruction. In it, microethnographic and grounded theory analyses are conducted in order to assess the impact of a professional development program designed to enhance in-service elementary teachers' interactional views (i.e., their understandings of inquiry-based social roles and relationships) and discursive practices (i.e., teachers' abilities to interact with student engaged in classroom inquiries) through a combination of expert instruction, immersion in scientific inquiry, and collaborative analysis of video-recorded classroom discourse. A sociolinguistic theoretical perspective on language use is adopted, viewing classroom discourse as comprising multiple linguistic signs (questions, responses, personal pronouns, hedges, backchannels, reactive tokens, directives, figures of speech, parallel repetitions) that convey not only semantic meanings (the literal information being exchanged) but also pragmatic meanings (information about teachers and students' social roles and relationships). A grounded theory analysis of the professional development activities uncovered a gradual shift in teachers' interactional views from a cognitive, monofunctional and decontextualized perspective to a social, multifunctional and contextualized conception of inquiry-based discourse. Furthermore, teachers developed increased levels of pragmatic awareness, being able to recognize the authoritative interactional functions served by discursive moves such as display questions, cued elicitation, convergent questioning, verbal cloze, affirmation, explicit evaluations of students' responses, verbatim repetitions, IRE triplets, IR couplets, second-person pronouns, "I/you" contrastive pairs, and direct or impolite directives. A comparative microethnographic analysis of teachers' classroom practices revealed that after participating in the program teachers demonstrated an improved ability to share

Student-Teacher Interaction in Online Learning Environments

ERIC Educational Resources Information Center

Wright, Robert D., Ed.

2015-01-01

As face-to-face interaction between student and instructor is not present in online learning environments, it is increasingly important to understand how to establish and maintain social presence in online learning. "Student-Teacher Interaction in Online Learning Environments" provides successful strategies and procedures for developing…

An Examination of Greek Physical Educators' Implementation and Perceptions of Spectrum Teaching Styles

ERIC Educational Resources Information Center

Syrmpas, Ioannis; Digelidis, Nikolaos; Watt, Anthony

2016-01-01

The main purpose of the present study was to examine Greek physical education (PE) teachers' self-reported use of the Spectrum of teaching styles and their perceptions of the benefits of adopting these styles for their students. An additional goal was to explore the teachers' perceived ability to implement these teaching approaches. The…

Technology and Teacher-Student Interactions: A Review of Empirical Research

ERIC Educational Resources Information Center

Harper, Ben

2018-01-01

As technology becomes ubiquitous in education, it is critical to understand the ways in which technology influences interactions between teachers and their students. The overarching research question that guided this systematic review was: What does research tell us about how technology influences interactions between teachers and students in K-12…

Analyzing and Modifying Your Classroom Leadership Style.

ERIC Educational Resources Information Center

Keane, Francis J.

Knowledge of leadership is an important consideration for both teacher preparation and performance, and effectiveness in both areas can be improved through an understanding of the relationship between the dynamics of the classroom social system and the leadership style (motivation) of the teacher, and the conditions under which they meet.…

An Investigation between Multiple Intelligences and Learning Styles

ERIC Educational Resources Information Center

Sener, Sabriye; Çokçaliskan, Ayten

2018-01-01

Exploring learning style and multiple intelligence type of learners can enable the students to identify their strengths and weaknesses and learn from them. It is also very important for teachers to understand their learners' learning styles and multiple intelligences since they can carefully identify their goals and design activities that can…

Teaching/learning styles, performance, and students' teaching evaluation in S/T/E/S-focused science teacher education: A quasiquantitative probe of a case study

NASA Astrophysics Data System (ADS)

Toller, Uri

In response to the new needs for S/T/E/S-literate science teachers, an S/T/E/S-oriented ISMMC-IEE combination model of instruction was implemented in two specially designed undergraduate courses and one graduate course within college science teacher training programs. These three courses served as case studies for class-based, quasiquantitative pilot investigation aimed at gaining a deeper insight into some of the issues involved in the implementation in college of nontraditional, open-ended, problem-solving-oriented teaching strategies which are in dissonance with the cognitive or affective styles and functional paradigms of most students. This probe into the dissonance issue revealed that prospective teachers are capable of handling the new instructional model and do gain in their higher-level cognitive learning. However, undergraduates perceive these courses to be either difficult or not in accord with their needs, and their appreciation of the instructional techniques and style employed is different from that of graduate students accordingly. The current study suggests that although the ISMMC-IEE model is useful in S/T/E/S-oriented courses in science teacher training programs, special attention to the implementation stage is required to close the gap between students' and S/T/E/S educators' functional paradigms.

The Relationship between Internal Teacher Profiles and the Quality of Teacher-Child Interactions in Prekindergarten

ERIC Educational Resources Information Center

Decker-Woodrow, Lauren

2018-01-01

This study investigates the relationship between internal teacher profiles and pre-K teacher-child interaction quality in the pre-K classroom. Two questions were addressed: (1) What internal profiles exist for pre-kindergarten (pre-K) teachers? and (2) Do internal profiles relate to observed structural and process quality in the pre-K classroom?…

Social Interaction Style of Children and Adolescents with High-Functioning Autism Spectrum Disorder

ERIC Educational Resources Information Center

Scheeren, Anke M.; Koot, Hans M.; Begeer, Sander

2012-01-01

Qualitative differences in social interaction style exist "within" the autism spectrum. In this study we examined whether these differences are associated with (1) the severity of autistic symptoms and comorbid disruptive behavior problems, (2) the child's psycho-social health, and (3) executive functioning and perspective taking skills. The…

Teaching APA Style Documentation: Discovery Learning, Scaffolding and Procedural Knowledge

ERIC Educational Resources Information Center

Skeen, Thomas; Zafonte, Maria

2015-01-01

Students struggle with learning correct documentation style as found in the Publication Manual of the American Psychological Association and teachers are often at a loss for how to best instruct students in correct usage of APA style. As such, the first part of this paper discusses the current research on teaching documentation styles as well as…

Teacher-Student Dialogue during One-to-One Interactions in a Post-16 Mathematics Classroom

ERIC Educational Resources Information Center

Grandi, Clarissa

2013-01-01

Current reforms in mathematics education place dialogue at the heart of the development of conceptual understanding. Underlying these ideas is strong criticism of transmissive teaching styles, often referred to as "teaching by telling" However, there is little in terms of specific guidance for teachers about how best to achieve these…

Interactions between Teachers and Learning Disabled and Non-Learning Disabled Adolescents.

ERIC Educational Resources Information Center

Powell, Lynda; And Others

An observational measurement system was used to examine the interaction of 14 learning disabled (LD) students (12-15 years old) and their teachers. Interactions were compared with those of 16 non LD students (12-16 years old). It was hypothesized that LDs would have fewer interactions with their teachers and that the proportion of negative…

"Le Style est l'Homme Meme": The Action of Literature.

ERIC Educational Resources Information Center

Brown, Marshall

1997-01-01

Suggests that doing literary criticism is how teachers and students hear other voices as they read, instead of projections of themselves. Espouses the study of style as the vehicle of literary criticism. Proposes a definition of style. (RS)

Scientist-teacher interactions: Catalysts for developing transformational classrooms

NASA Astrophysics Data System (ADS)

McCarty, Robbie Von

Professional development leading to standards-based teaching practices in U.S. schools is a remarkably subtle and lengthy process. Research indicates that there are many effective tools for teaching through inquiry available to teachers (Lawson, Abraham, & Renner, 1989), but also that teachers continue to present traditional positivistic views of science (Hashweh, 1985; Maor & Taylor, 1995; Zucker, Young, & Luczak, 1996) and appear to view constructivism as a "method" of teaching rather than a way of thinking about learning (Tobin, Tippins, & Gallard, 1984). Teachers are expected to create enriched environments where students can develop the thinking skills of scientists (Roth & Roychoudhury, 1993) but the majority of teachers have never experienced such environments; the involvement of scientists in science education is encouraged by the NRC, AAAS, and NSTA. Teachers and students are expected to act as coresearchers, where negotiation, debate, consensus, and reflection are key. It is believed that scientist and teachers interacting as co-researchers could assist teachers in developing attitudes of freedom in exploration: the essence of science and a mindset that constructivism is a referent, or tool for critical reflection (Tobin, Tippins & Gallard, 1994). This study seeks to identify aspects of scientist-teacher interactions in the field that could serve as catalysts for developing transformational classrooms. Multiple data sources were collected for this study: audiotapes and transcripts of laboratory interactions and informal interviews, written narratives from applications and funding documents, field notes, and personal communications. Data were simultaneously collected, analyzed and coded as a perpetual review of the literature was conducted as in the grounded theory methodology defined by Glaser (1967) and later by Strauss & Corbin (1990). Findings indicate all four teachers valued field experiences in personal ways, developed new understandings of

Teacher-Related Factors as Correlates of Pupils' Achievement in Social Studies in Southwestern Nigeria

ERIC Educational Resources Information Center

Adeyemi, Babatunde

2010-01-01

Introduction: The teacher plays a significant role in the intellectual development of the pupils, using various assessment and teaching styles to improve pupils' performance in school subjects. The study therefore investigated the effect of some teacher related factors: teacher level of awareness of assessment style, teacher assessment style,…

Developing Learning Style Inventory for Effective Instructional Design

ERIC Educational Resources Information Center

Guven, Bulent; Ozbek, Ozge

2007-01-01

In the process of education, instead of classifying students according to their insufficiency, teachers should try to get to know them and determine their cognitive, sensorial, and kinetic characteristics. This study on improving learning style inventory, which aims to help classroom teachers determine students' attributes in individualized…

What Developmental Educators Should Know About Learning Styles and Cognitive Styles.

ERIC Educational Resources Information Center

Lemire, David

2002-01-01

Considers three serious problems associated with learning styles: confusion in definitions, weaknesses in reliability and validity, and the identification of relevant characteristics in instructional settings, or aptitude-treatment interactions. Discusses four basic groups of learning styles that developmental educators should be aware of.…

The Effect of an Intervention to Improve Newly Qualified Teachers' Interpersonal Style, Students Motivation and Psychological Need Satisfaction in Sport-Based Physical Education

ERIC Educational Resources Information Center

Tessier, Damien; Sarrazin, Philippe; Ntoumanis, Nikos

2010-01-01

Recent developments in self-determination theory research in the educational setting (e.g., Reeve, Deci, & Ryan, 2004), suggest that teachers' interpersonal style should be considered as consisting of three dimensions: autonomy support, structure and interpersonal involvement. Based on this theoretical proposition, the purpose of the present study…

A Study of Superintendents' Power and Leadership Styles as Perceived by Local Teacher Association Representatives and Secondary School Principals in Alabama Public Schools.

ERIC Educational Resources Information Center

Pounders, Barbara; And Others

The situational leadership model identifies four leadership styles--telling, selling, participating, and delegating. This paper discusses the initial findings of a study that examined the role of superintendents in Alabama. The study sought to determine if secondary school principals and local teacher-association representatives differed in their…

The Moderating Effects of Parenting Styles in the Association between Behavioral Inhibition and Parent-Reported Guilt and Empathy in Preschool Children

ERIC Educational Resources Information Center

Cornell, Amy H.; Frick, Paul J.

2007-01-01

This study investigated interactions between children's temperament and parenting styles in their association with measures of guilt and empathy. Participants were 87 predominantly Caucasian, middle-class mothers and their children between the ages of 3 and 5 (M = 4.39, SD = 0.51). Children nominated by their preschool teachers as being…

Teacher-Student Interaction, Empathy and Their Influence on Learning in Swimming Lessons

ERIC Educational Resources Information Center

Lémonie, Yannick; Light, Richard; Sarremejane, Philippe

2016-01-01

The bulk of interest in the role that interaction plays in learning in sport and physical education (PE) has focused on peer interaction at the expense of teacher-student interaction. This article redresses this imbalance in the literature by reporting on a study that inquired into the nature of teacher-student interaction and its effect on…

The Comparison of Two Forms of a Classroom Simulation Test Designed To Enhance Future Teachers Self-Definition and Teaching Style. Final Report.

ERIC Educational Resources Information Center

Garrison, Jesse H.; Kersh, Bert Y.

The experiment reported in this document is based on the work of Garrison and others in developing a testing and interviewing procedure designed to enable increased self-definition on the part of prospective teachers and earlier development of appropriate and effective teaching styles. Three groups of elementary education majors were involved in…

The association between parental interaction style and children’s joint engagement in families with toddlers with autism

PubMed Central

Patterson, Stephanie Y; Elder, Lauren; Gulsrud, Amanda; Kasari, Connie

2014-01-01

Purpose This study examines the relationship between parental interaction style (responsive vs directive) and child-initiated joint engagement within caregiver–child interactions with toddlers diagnosed with autism spectrum disorders. Method Videotaped interactions of 85 toddler–caregiver dyads were coded for child engagement and both parental responsiveness and directiveness. Results Altogether, children spent less than one-third of the interaction jointly engaged. After controlling for child characteristics, parental style was associated with the initiator (child or parent) of joint engagement. Specifically, responsiveness predicted total time in child-initiated joint engagement, while directiveness predicted total time in parent-initiated joint engagement. Children’s social behaviours were associated with child-initiated joint engagement. Discussion Social initiations are a key target for children with autism spectrum disorders. Results demonstrate that child initiations and global social behaviour ratings are associated with parental responsivity. Responsivity may be a critical factor to facilitate children’s initiations. PMID:24104518

Using Interactions among In-Service Music Teachers in a Graduate Programme for Teacher Support

ERIC Educational Resources Information Center

Shin, Jihae

2018-01-01

The purpose of this study was to examine interactions among in-service music teachers in a graduate music teacher education programme using Wenger, McDermott, and Snyder's [2002. "Cultivating Communities of Practice: A Guide to Managing Knowledge." Boston, MA: Harvard Business School Press] Communities of Practice (CoPs) framework. The…

Establishing Mathematics for Teaching within Classroom Interactions in Teacher Education

ERIC Educational Resources Information Center

Ryve, Andreas; Nilsson, Per; Mason, John

2012-01-01

Teacher educators' processes of establishing "mathematics for teaching" in teacher education programs have been recognized as an important area for further research. In this study, we examine how two teacher educators establish and make explicit features of mathematics for teaching within classroom interactions. The study shows how the…

Teachers' Perceptions of Edcamp Professional Development: A Q Method Study

ERIC Educational Resources Information Center

Brown, Toby

2015-01-01

This study described the subjective opinions of teachers about their experiences at Edcamp, an unconference-style form of teacher professional development (PD). Traditional PD has been maligned for being overly expensive and ineffectual in affecting changes in teacher practice. In order to defend teachers' decisions to partake in Edcamp-style PD,…

GPs' interactional styles in consultations with Dutch and ethnic minority patients.

PubMed

Schouten, Barbara C; Meeuwesen, Ludwien; Harmsen, Hans A M

2009-12-01

The aim of this study was to examine interactional styles of general practitioners (GPs) in consultations with Dutch patients as compared to ethnic minority patients, from the perspective of level of mutual understanding between patient and GP. Data of 103 transcripts of video-registered medical interviews were analyzed to assess GPs' communication styles in terms of involvement, detachment, shared decision-making and patient-centeredness. Surveys were used to collect data on patients' characteristics and mutual understanding. Results show that overall, GPs communicate less adequately with ethnic minority patients than with Dutch patients; they involve them less in decision-making and check their understanding of what has been discussed less often. Intercultural consultations are thus markedly distinguishable from intracultural consultations by a lack of adequate communicative behavior by GPs. As every patient has a moral and legal right to make informed decisions, it is concluded that GPs should check more often whether their ethnic minority patients have understood what has been said during the medical consultation.

Engaging Students in Designing Movement: The Divergent Discovery Style of Teaching

ERIC Educational Resources Information Center

Chatoupis, Constantine

2018-01-01

In the divergent discovery style of teaching the teacher designs problems that engage students in finding multiple solutions. The purpose of this article is to show how physical educators can use the divergent discovery style in the gymnasium. A brief description of this style and its connection to the SHAPE America National Standards for K-12…

Teacher Guidance to Mediate Student Inquiry through Interactive Dynamic Visualizations

ERIC Educational Resources Information Center

Chang, Hsin-Yi

2013-01-01

The purpose of this study is to investigate how three teachers guided their students to learn science using interactive dynamic visualizations incorporated in an inquiry digital unit. The results show that the teachers' guidance varied in frequency, occasion, and content type. Each teacher demonstrated a different instructional approach in…

Understanding Community College Students' Learning Styles and the Link to Academic Achievement

ERIC Educational Resources Information Center

Peters, Kathleen

2012-01-01

Learning styles have been an area of interest in educational psychology for many decades. However, community college students have been overlooked in learning styles research. To enhance teacher efficacy and student success, it is important to continue to evaluate the relationship between learning styles and academic achievement. The purpose of…

Mathematical Problem-Solving Styles in the Education of Deaf and Hard-of-Hearing Individuals

ERIC Educational Resources Information Center

Erickson, Elizabeth E. A.

2012-01-01

This study explored the mathematical problem-solving styles of middle school and high school deaf and hard-of-hearing students and the mathematical problem-solving styles of the mathematics teachers of middle school and high school deaf and hard-of-hearing students. The research involved 45 deaf and hard-of-hearing students and 19 teachers from a…

Learning Styles of Sophomore Students of PUP Laboratory High School (SY 2006-2007)

ERIC Educational Resources Information Center

Castolo, Carmencita L.; Rebusquillo, Lizyl R.

2008-01-01

Learning styles have a big contribution to the academic performance of a student. Awareness of one's learning styles will help a person maximize his potential in accumulating learning to the best of his ability with the use of his preferred learning styles. The teacher's awareness of the student's learning styles will help him/her select teaching…

Associations among Teacher-Child Interactions, Teacher Curriculum Emphases, and Reading Skills in Grade 1

ERIC Educational Resources Information Center

Pakarinen, Eija; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Rasku-Puttonen, Helena; Eskelä-Haapanen, Sirpa; Siekkinen, Martti; Nurmi, Jari-Erik

2017-01-01

Research Findings: The purpose of the present study was to examine the extent to which the quality of teacher-child interactions and teachers' self-reported curriculum emphases are related to children's reading skill development during their 1st school year. To accomplish this, we assessed the reading skills of 1,029 Finnish children (M…

Acquiring Responsive Practices: Preservice Teachers Learn to Conduct Interactive Read-Alouds

ERIC Educational Resources Information Center

Pendergast, Meghan; May, Laura; Bingham, Gary; Kurumada, Katie Simon

2015-01-01

As U.S. schools continue to grow more culturally and linguistically diverse, it is important for teacher-educator programs to include pedagogy that promotes engaging learning opportunities for all children. One way these learning opportunities can occur is through interactive read-alouds. Interactive read-alouds provide the teacher and child an…

Validation of learning style measures: implications for medical education practice.

PubMed

Chapman, Dane M; Calhoun, Judith G

2006-06-01

It is unclear which learners would most benefit from the more individualised, student-structured, interactive approaches characteristic of problem-based and computer-assisted learning. The validity of learning style measures is uncertain, and there is no unifying learning style construct identified to predict such learners. This study was conducted to validate learning style constructs and to identify the learners most likely to benefit from problem-based and computer-assisted curricula. Using a cross-sectional design, 3 established learning style inventories were administered to 97 post-Year 2 medical students. Cognitive personality was measured by the Group Embedded Figures Test, information processing by the Learning Styles Inventory, and instructional preference by the Learning Preference Inventory. The 11 subscales from the 3 inventories were factor-analysed to identify common learning constructs and to verify construct validity. Concurrent validity was determined by intercorrelations of the 11 subscales. A total of 94 pre-clinical medical students completed all 3 inventories. Five meaningful learning style constructs were derived from the 11 subscales: student- versus teacher-structured learning; concrete versus abstract learning; passive versus active learning; individual versus group learning, and field-dependence versus field-independence. The concurrent validity of 10 of 11 subscales was supported by correlation analysis. Medical students most likely to thrive in a problem-based or computer-assisted learning environment would be expected to score highly on abstract, active and individual learning constructs and would be more field-independent. Learning style measures were validated in a medical student population and learning constructs were established for identifying learners who would most likely benefit from a problem-based or computer-assisted curriculum.

Chinese teachers' use of humour in coping with stress.

PubMed

Wu, Joseph; Chan, Raymond M C

2013-01-01

The purpose of this study was to examine the mentality of Chinese teachers regarding their use of humour in coping with stress. Specifically, the study investigated their frequency of use of humour in coping with stress as compared to other coping styles and their perceptions about the relationship of humour with other coping styles. Data were collected from a sample of 789 Chinese teachers holding teaching posts at local Hong Kong secondary schools. Based on responses made to the COPE questionnaire, there was evidence that Chinese teachers had a lower frequency of use of humour as compared to other coping styles. As suggested by the results of a factor analysis, there was a perception among Chinese teachers that the use of humour was related more closely to escaping and/or avoidance as coping strategies, but more differentiable from problem-focused/task-oriented and emotional/social coping. It is interesting to find that the results of our study echoed those of a previous crosscultural comparison between Chinese and Canadian university students, in which the Chinese university students reported less use of humour in coping with stress than did their Canadian counterparts. These results have provided some empirical support for the notion that "humor has been traditionally given little respect in Chinese culture mainly due to the Confucian emphasis on keeping proper manners in social interactions" (Yue, 2010, p. 403). As teachers in Chinese societies are regarded as persons who are full of wisdom and capable of problem-solving, it is expected that they should act as role models to their students. These social expectations on Chinese teachers could further mould their perceptions on the use of humour in coping with stress.

Teacher Experience and Level of Training as Predictors of Teacher-Child Interactions in Preschool Classrooms

ERIC Educational Resources Information Center

Craft-Reiss, Barbara S.

2012-01-01

Researchers have recognized that quality early education programs yield positive long-term benefits, but have failed to examine the relationships between these teacher characteristics and teacher-child interactions. This quantitative study was nonexperimental with data gathered through naturalistic observation. The extent to which years of early…

Leadership styles in secondary school science teachers

NASA Astrophysics Data System (ADS)

Lawson, Michael A.

A comparison of United States secondary school science teachers who mentor high quality student research and teachers who do not mentor research was conducted using a demographic survey and the Multifactor Leadership Questionnaire-Form 5X. The major demographic difference between the two groups was a significantly greater number of years of teaching experience in the research group, a factor that correlated significantly with Extra Effort in students. Research group teachers self-reported higher mean scores than non-research group teachers on the five transformational leadership scales plus the transactional scale of Contingent Reward; however, a Multivariate Analysis of Variance found no significant difference between the groups. Independent t-tests found no significant difference between the groups based upon the remaining transactional scales. The research group was found to be significantly higher on the outcome variable of Extra Effort generated by students while the non-research group rated themselves significantly higher on Satisfaction of students. Transformational leadership in teachers should be addressed by future studies as a possible method of identifying motivational teachers.

Teacher-Child Interaction Training: A Pilot Study With Random Assignment.

PubMed

Fernandez, Melanie A; Adelstein, Jonathan S; Miller, Samantha P; Areizaga, Margaret J; Gold, Dylann C; Sanchez, Amanda L; Rothschild, Sara A; Hirsch, Emily; Gudiño, Omar G

2015-07-01

Teacher-Child Interaction Training (TCIT), adapted from Parent-Child Interaction Therapy (PCIT), is a classroom-based program designed to provide teachers with behavior management skills that foster positive teacher-student relationships and to improve student behavior by creating a more constructive classroom environment. The purpose of this pilot study was to evaluate TCIT in more classrooms than previously reported in the literature, with older children than previously reported, using random assignment of classrooms to TCIT or to a no-TCIT control condition and conducting all but two sessions within the classroom to enhance feasibility. Participants included 11 kindergarten and first grade classroom teachers and their 118 students from three urban, public schools in Manhattan, with five classrooms randomly assigned to receive TCIT and six to the no-TCIT control condition. Observations of teacher skill acquisition were conducted before, during, and after TCIT for all 11 teachers, and teacher reports of student behavior were obtained at these same time points. Teacher satisfaction with TCIT was assessed following training. Results suggested that after receiving TCIT, teachers increased rates of positive attention to students' appropriate behavior, decreased rates of negative attention to misbehavior, reported significantly less distress related to student disruptive behavior, and reported high satisfaction with the training program. Our study supports the growing evidence-base suggesting that TCIT is a promising approach for training teachers in positive behavior management strategies and for improving student disruptive behavior in the classroom. Copyright © 2015. Published by Elsevier Ltd.

Correlation between Teaching Styles of Candidate Music Teachers and Mentor Music Teachers

ERIC Educational Resources Information Center

Ahmethan, Nurtug Bariseri

2016-01-01

Music teacher candidates spend part of their Bachelor education in practice schools with mentor teachers before starting work. Observing music teachers in the classroom empower candidates to understand how music teaching and learning occur in classrooms, and also enlightens them on how mentor teachers teach, which then expands their awareness…

Elements of analytic style: Bion's clinical seminars.

PubMed

Ogden, Thomas H

2007-10-01

The author finds that the idea of analytic style better describes significant aspects of the way he practices psychoanalysis than does the notion of analytic technique. The latter is comprised to a large extent of principles of practice developed by previous generations of analysts. By contrast, the concept of analytic style, though it presupposes the analyst's thorough knowledge of analytic theory and technique, emphasizes (1) the analyst's use of his unique personality as reflected in his individual ways of thinking, listening, and speaking, his own particular use of metaphor, humor, irony, and so on; (2) the analyst's drawing on his personal experience, for example, as an analyst, an analysand, a parent, a child, a spouse, a teacher, and a student; (3) the analyst's capacity to think in a way that draws on, but is independent of, the ideas of his colleagues, his teachers, his analyst, and his analytic ancestors; and (4) the responsibility of the analyst to invent psychoanalysis freshly for each patient. Close readings of three of Bion's 'Clinical seminars' are presented in order to articulate some of the elements of Bion's analytic style. Bion's style is not presented as a model for others to emulate or, worse yet, imitate; rather, it is described in an effort to help the reader consider from a different vantage point (provided by the concept of analytic style) the way in which he, the reader, practices psychoanalysis.

An Examination of Teacher-Student Interactions in Inclusive Classrooms: Teacher Interviews and Classroom Observations

ERIC Educational Resources Information Center

Cameron, David Lansing

2014-01-01

Teacher-student interactions in 17 inclusive classrooms were examined using a mixed-methods approach that involved quantitative analysis of interactions recorded during classroom observations and follow-up interviews with seven general educators. Observational findings suggest that classrooms were organised along traditional lines with the vast…

Dog Owners' Interaction Styles: Their Components and Associations with Reactions of Pet Dogs to a Social Threat.

PubMed

Cimarelli, Giulia; Turcsán, Borbála; Bánlaki, Zsófia; Range, Friederike; Virányi, Zsófia

2016-01-01

The bond dogs develop with their owner received increased attention in the last years but no study aimed at characterizing the way in which owners interact with their dogs in their daily life and how this might influence dog behavior. In order to examine how dog owners interact with their dogs, we first analyzed the behavior of 220 dog owners in 8 different standardized situations involving the owner-dog dyad. We extracted 3 behavioral factors related to " Owner Warmth ," " Owner Social Support ," and " Owner Control ." Further, we investigated whether owner personality, gender and age are associated with these three factors. Results indicated that older owners scored lower in " Owner Warmth " and in " Owner Social Support " and higher in " Owner Control " than younger owners. Furthermore, owners scoring high in " Owner Control " scored lower in the personality trait Openness and owners scoring high in " Owner Social Support " scored lower in the personality trait Conscientiousness. Finally, we also analyzed whether the dogs' reaction to an unfamiliar woman's threatening approach was associated with the owners' interaction styles. Results showed that dogs that searched for proximity of their owners during the threatening situation had owners scoring higher in " Owner Warmth ," as compared to dogs that reacted more autonomously, approaching the unfamiliar experimenter. Analogies between dog-owner interaction styles and human parenting styles are discussed considering the implications of the present findings for human social psychology as well as the practical relevance for dog welfare and human safety.

Web-Based Interactive Electronic Technical Manual (IETM) Common User Interface Style Guide, Version 2.0

DTIC Science & Technology

2003-07-01

Technical Report WEB-BASED INTERACTIVE ELECTRONIC TECHNICAL MANUAL (IETM) COMMON USER INTERFACE STYLE GUIDE Version 2.0 – July 2003 by L. John Junod ...ACKNOWLEDGEMENTS The principal authors of this document were: John Junod – NSWC, Carderock Division, Phil Deuell – AMSEC LLC, Kathleen Moore

The Relationship between Learning Style, Test Anxiety and Academic Achievement

ERIC Educational Resources Information Center

Yazici, Kubilay

2017-01-01

This study aimed to investigate the relationship between social studies pre-service teachers' (SSPTs) learning style, test anxiety and academic achievement. A total of 315 SSPTs participated in the study. Data were collected using Turkish versions of Grasha-Reichmann learning style scale (GRLSS) and test anxiety scale (TAS) by Spielberger.…

Differences between Learning Styles in Professional Courses at University Level

ERIC Educational Resources Information Center

Khan, Zebun Nisa

2009-01-01

Problem statement: As shown by research studies, knowledge of learning styles of students on the part of teachers is helpful in enhancing effectiveness of teaching-learning process. The present study was conducted to study and compare learning styles of students pursuing different professional courses at the university stage. The ultimate purpose…

Teaching Styles of the Fresh and Inventive.

ERIC Educational Resources Information Center

Bilderback, Terry L.; And Others

1992-01-01

Three teachers share techniques for adapting to learning styles: "The Personal Touch Eases Anxiety of Adult Students" (Bilderback); "Learning to Cooperate: Recipe for Success" (Lindsay); and "Thoughtful Questions Lead Students to Answers" (Crowley). (SK)

Educators' Perceptions of Their Instructional Leadership Styles and Their Problem Solving Styles

ERIC Educational Resources Information Center

Issa, Reine M.

2014-01-01

Instructional leadership is not well-defined in the literature. The term has been used to describe the principal's role as an instructional leader. However, principals are not the only instructional leaders. Teachers are as well. In this study, data on leadership and problem solving style were collected one time from 378 educators in K-12 school…

Effect of Leadership Styles of School Principals on Organizational Citizenship Behaviors

ERIC Educational Resources Information Center

Avci, Ahmet

2016-01-01

The aim of this research is to investigate the relationship between the leadership styles of principals and organizational citizenship behaviors of teachers according to teachers' perceptions. In this research, a relational survey model was used. Data for the research were obtained from 1,723 teachers working in public and private schools which…

Successful Methods for Increasing and Improving Parent and Child Interactions.

ERIC Educational Resources Information Center

Allen, Sharon M.; And Others

Recognizing that parents are their children's first teachers and that their parenting style can influence educational experiences, this study used an ethnographic approach to evaluate the impact on parent-child interaction of the parent education component of the South Dakota Head Start/Public School Transition Project. The demonstration group was…

Lutheran School Teachers' Instructional Usage of the Interactive Whiteboard

ERIC Educational Resources Information Center

Powers, Jillian R.

2014-01-01

The purpose of this mixed methods study was twofold. First, the study assessed whether Davis' (1989) Technology Acceptance Model (TAM) was useful in predicting instructional usage of the interactive whiteboard (IWB), as reported by K-8 teachers. Second, the study set out to understand what motivated those teachers to use the IWB for classroom…

Relation of parenting styles, feeding styles and feeding practices to child overweight and obesity. Direct and moderated effects.

PubMed

Hubbs-Tait, Laura; Dickin, Katherine L; Sigman-Grant, Madeleine; Jahns, Lisa; Mobley, Amy R

2013-12-01

The purpose of this study was to evaluate the direct and interacting relations of parenting styles, feeding styles, and feeding practices to child overweight and obesity. Participants were 144 mothers and children under 6 years of age. Mothers completed questionnaires about parenting and feeding styles and feeding practices. Researchers weighed and measured mothers and children or obtained measurements from a recent health report. Feeding practices were not directly related to child weight status. Compared to the uninvolved feeding style, authoritative and authoritarian feeding style categories were linked to lower odds of overweight. Feeding practices interacted with authoritative and authoritarian parenting styles to predict obesity: (1) healthful modeling was associated with 61% (OR = 0.39) reduced odds of obesity in children of authoritative mothers but with 55% (OR = 1.55) increased odds in children of non-authoritative mothers and (2) covert control was linked to 156% (OR = 2.56) increased odds of obesity in children of authoritarian mothers but with 51% (OR = 0.49) decreased odds in children of non-authoritarian mothers. Healthful modeling interacted with feeding style demandingness to predict overweight and with responsiveness to predict obesity. Findings suggest the need for research and interventions on mechanisms mediating between feeding practices and obesity in families characterized by non-authoritative parenting styles. Copyright © 2013 The Authors. Published by Elsevier Ltd.. All rights reserved.

ADAPTING TEACHER STYLE TO PUPIL DIFFERENCES--TEACHERS FOR DISADVANTAGED CHILDREN.

ERIC Educational Resources Information Center

GOLDBERG, MIRIAM L.

ASSUMPTIONS PRESENTED ARE--THAT A PUPIL'S LEARNING IS MAINLY A FUNCTION OF THE KIND OF TEACHING TO WHICH HE IS EXPOSED, THAT THERE IS NO UNIVERSALLY GOOD TEACHER, BUT RATHER A VARIETY OF GOOD TEACHERS DIFFERENTIALLY SUITED BY TEMPERAMENT AND TRAINING TO TEACHING DIFFERENT GROUPS OF STUDENTS, AND THAT DISADVANTAGED CHILDREN REPRESENT A DESCRIBABLE…

Child Development Knowledge and Teacher Preparation: Confronting Assumptions.

ERIC Educational Resources Information Center

Katz, Lilian G.

This paper questions the widely held assumption that acquiring knowledge of child development is an essential part of teacher preparation and teaching competence, especially among teachers of young children. After discussing the influence of culture, parenting style, and teaching style on developmental expectations and outcomes, the paper asserts…

Identifying different learning styles to enhance the learning experience.

PubMed

Anderson, Irene

2016-10-12

Identifying your preferred learning style can be a useful way to optimise learning opportunities, and can help learners to recognise their strengths and areas for development in the way that learning takes place. It can also help teachers (educators) to recognise where additional activities are required to ensure the learning experience is robust and effective. There are several models available that may be used to identify learning styles. This article discusses these models and considers their usefulness in healthcare education. Models of teaching styles are also considered.

Teacher Self-Identity: A Narrative Inquiry into the Lives of Teachers and the Influences on Their Interactions with Students

ERIC Educational Resources Information Center

Reid, Hannah

2017-01-01

New teachers are supported extensively while participating in teacher training programs and during the first years of teaching. During this time, there are opportunities for the new teacher to explore their self-identity and determine how they will interact with students in the classroom. As teachers enter the later years of their careers and are…

Interaction between the Teacher and the Congenitally Deafblind Child

ERIC Educational Resources Information Center

Vervloed, Mathijs P. J.; van Dijk, Rick J. M.; Knoors, Harry; van Dijk, Jan P. M.

2006-01-01

Empirical data on the development of interaction, communication, and language in deafblind children is very rare. To fill this gap, a case study was conducted in which the interaction between a teacher and a deafblind boy age 3 years 4 months was analyzed. Sequential analysis of their interaction confirmed some general clinical impressions about…

Motivation and engagement in mathematics: a qualitative framework for teacher-student interactions

NASA Astrophysics Data System (ADS)

Durksen, Tracy L.; Way, Jennifer; Bobis, Janette; Anderson, Judy; Skilling, Karen; Martin, Andrew J.

2017-02-01

We started with a classic research question (How do teachers motivate and engage middle year students in mathematics?) that is solidly underpinned and guided by an integration of two theoretical and multidimensional models. In particular, the current study illustrates how theory is important for guiding qualitative analytical approaches to motivation and engagement in mathematics. With little research on how teachers of mathematics are able to maintain high levels of student motivation and engagement, we focused on developing a qualitative framework that highlights the influence of teacher-student interactions. Participants were six teachers (upper primary and secondary) that taught students with higher-than-average levels of motivation and engagement in mathematics. Data sources included one video-recorded lesson and associated transcripts from pre- and post-lesson interviews with each teacher. Overall, effective classroom organisation stood out as a priority when promoting motivation and engagement in mathematics. Results on classroom organisation revealed four key indicators within teacher-student interactions deemed important for motivation and engagement in mathematics—confidence, climate, contact, and connection. Since much of the effect of teachers on student learning relies on interactions, and given the universal trend of declining mathematical performance during the middle years of schooling, future research and intervention studies might be assisted by our qualitative framework.

Observations of Children's Interactions with Teachers, Peers, and Tasks across Preschool Classroom Activity Settings.

PubMed

Booren, Leslie M; Downer, Jason T; Vitiello, Virginia E

2012-07-01

This descriptive study examined classroom activity settings in relation to children's observed behavior during classroom interactions, child gender, and basic teacher behavior within the preschool classroom. 145 children were observed for an average of 80 minutes during 8 occasions across 2 days using the inCLASS, an observational measure that conceptualizes behavior into teacher, peer, task, and conflict interactions. Findings indicated that on average children's interactions with teachers were higher in teacher-structured settings, such as large group. On average, children's interactions with peers and tasks were more positive in child-directed settings, such as free choice. Children experienced more conflict during recess and routines/transitions. Finally, gender differences were observed within small group and meals. The implications of these findings might encourage teachers to be thoughtful and intentional about what types of support and resources are provided so children can successfully navigate the demands of particular settings. These findings are not meant to discourage certain teacher behaviors or imply value of certain classroom settings; instead, by providing an evidenced-based picture of the conditions under which children display the most positive interactions, teachers can be more aware of choices within these settings and have a powerful way to assist in professional development and interventions.

Three Learning Styles ... Four Steps to Reach Them

ERIC Educational Resources Information Center

Mixon, Kevin

2004-01-01

Some band teachers wonder why they often have to repeat themselves several times for their band students. Of course there may be more than one reason, but it is possible that some teachers are accommodating only one learning style with their teaching. After the author of this article did a bit of study, he thought this might have been happening to…

Neuroscience of human social interactions and adult attachment style

PubMed Central

Vrtička, Pascal; Vuilleumier, Patrik

2012-01-01

Since its first description four decades ago, attachment theory (AT) has become one of the principal developmental psychological frameworks for describing the role of individual differences in the establishment and maintenance of social bonds between people. Yet, still little is known about the neurobiological underpinnings of attachment orientations and their well-established impact on a range of social and affective behaviors. In the present review, we summarize data from recent studies using cognitive and imaging approaches to characterize attachment styles and their effect on emotion and social cognition. We propose a functional neuroanatomical framework to integrate the key brain mechanisms involved in the perception and regulation of social emotional information, and their modulation by individual differences in terms of secure versus insecure (more specifically avoidant, anxious, or resolved versus unresolved) attachment traits. This framework describes how each individual's attachment style (built through interactions between personal relationship history and predispositions) may influence the encoding of approach versus aversion tendencies (safety versus threat) in social encounters, implicating the activation of a network of subcortical (amygdala, hippocampus, striatum) and cortical (insula, cingulate) limbic areas. These basic and automatic affective evaluation mechanisms are in turn modulated by more elaborate and voluntary cognitive control processes, subserving mental state attribution and emotion regulation capacities, implicating a distinct network in medial prefrontal cortex (mPFC), superior temporal sulcus (STS), and temporo-parietal junction (TPJ), among others. Recent neuroimaging data suggest that affective evaluation is decreased in avoidantly but increased in anxiously attached individuals. In turn, although data on cognitive control is still scarce, it points toward a possible enhancement of mental state representations associated with

Parent-Adolescent Relationship Qualities, Internal Working Models, and Styles as Predictors of Adolescents’ Observed Interactions with Friends

PubMed Central

Shomaker, Lauren B.; Furman, Wyndol

2010-01-01

This study examined how current parent-adolescent relationship qualities and adolescents’ representations of relationships with parents were related to friendship interactions in 200 adolescent-close friend dyads. Adolescents and friends were observed discussing problems during a series of structured tasks. Negative interactions with mothers were significantly related to adolescents’ greater conflict with friends, poorer focus on tasks, and poorer communication skills. Security of working models (as assessed by interview) was significantly associated with qualities of friendship interactions, whereas security of attachment styles (as assessed by questionnaire) was not. More dismissing (vs. secure) working models were associated with poorer focus on problem discussions and weaker communication skills with friends, even after accounting for gender differences and current parent-adolescent relationship qualities. We discuss possible mechanisms for the observed links between dimensions of parent-adolescent relationships and friendships. We also consider methodological and conceptual differences between working model and style measures of attachment representations. PMID:20174459

Teacher--Pupil Dialogue with Pupils with Special Educational Needs in the National Literacy Strategy

ERIC Educational Resources Information Center

Hardman, Frank; Smith, Fay; Wall, Kate

2005-01-01

This paper reports on an investigation into the interactive and discourse styles of a nationally representative sample of primary teachers (n =70) as they work with pupils who experience difficulties in literacy development during whole class and groupbased sections of the literacy hour. Using a computerized observation schedule and discourse…

Classroom Interaction Strategies Employed by English Teachers at Lower Secondary Schools

ERIC Educational Resources Information Center

Suryati, Nunung

2015-01-01

This article reports a study on teachers' use of interaction strategies in English Language Teaching (ELT) in lower secondary level of education. The study involved eighteen teachers from Lower Secondary Schools in Malang, East Java. Classroom observation was selected as a method in this study by utilizing Self Evaluation Teacher Talk (SETT) as…

Learning Styles of the Special Needs Student (K-6). Instructor's Manual. Project: Least Restrictive Environment. MCC Inservice Training for Regular Classroom Teachers. Year III, 1980-1981.

ERIC Educational Resources Information Center

Newman, Elizabeth

The instructor's manual considers the inservice training topic of special needs students' learning styles and their implications for regular class teachers. Activities are described to help participants understand modality learning and informal tests to determine modality strengths. Teaching strategies for auditory and visual weaknesses are…

Authoritative and Authoritarian-Inconsistent Teachers' Preferences for Teaching Methods and Instructional Goals

ERIC Educational Resources Information Center

Uibu, Krista; Kikas, Eve

2014-01-01

Preferences for teaching methods are influenced by several factors, including instructional goals, teacher's management style, experience and education. To discover in which ways primary school teachers with different management styles vary in their preferences for students' cognitive and social development, 128 teachers of Estonia were…

Group Formation Based on Learning Styles: Can It Improve Students' Teamwork?

ERIC Educational Resources Information Center

Kyprianidou, Maria; Demetriadis, Stavros; Tsiatsos, Thrasyvoulos; Pombortsis, Andreas

2012-01-01

This work explores the impact of teacher-led heterogeneous group formation on students' teamwork, based on students' learning styles. Fifty senior university students participated in a project-based course with two key organizational features: first, a web system (PEGASUS) was developed to help students identify their learning styles and…

Dog Owners' Interaction Styles: Their Components and Associations with Reactions of Pet Dogs to a Social Threat

PubMed Central

Cimarelli, Giulia; Turcsán, Borbála; Bánlaki, Zsófia; Range, Friederike; Virányi, Zsófia

2016-01-01

The bond dogs develop with their owner received increased attention in the last years but no study aimed at characterizing the way in which owners interact with their dogs in their daily life and how this might influence dog behavior. In order to examine how dog owners interact with their dogs, we first analyzed the behavior of 220 dog owners in 8 different standardized situations involving the owner-dog dyad. We extracted 3 behavioral factors related to “Owner Warmth,” “Owner Social Support,” and “Owner Control.” Further, we investigated whether owner personality, gender and age are associated with these three factors. Results indicated that older owners scored lower in “Owner Warmth” and in “Owner Social Support” and higher in “Owner Control” than younger owners. Furthermore, owners scoring high in “Owner Control” scored lower in the personality trait Openness and owners scoring high in “Owner Social Support” scored lower in the personality trait Conscientiousness. Finally, we also analyzed whether the dogs' reaction to an unfamiliar woman's threatening approach was associated with the owners' interaction styles. Results showed that dogs that searched for proximity of their owners during the threatening situation had owners scoring higher in “Owner Warmth,” as compared to dogs that reacted more autonomously, approaching the unfamiliar experimenter. Analogies between dog-owner interaction styles and human parenting styles are discussed considering the implications of the present findings for human social psychology as well as the practical relevance for dog welfare and human safety. PMID:28066298

Teachers' Education in Socratic Dialogue: Some Effects on Teacher-Learner Interaction

ERIC Educational Resources Information Center

Knezic, Dubravka; Elbers, Ed; Wubbels, Theo; Hajer, Maaike

2013-01-01

This article presents a quasi-experimental study into the effects of a course offered to subject matter student teachers that focused on Socratic Dialogue as a way to enhance their interactional scaffolding of advanced second language learning. Within the framework of the sociocultural theory of learning and second language acquisition, the study…

Interaction between the teacher and the congenitally deafblind child.

PubMed

Vervloed, Mathijs P J; van Dijk, Rick J M; Knoors, Harry; van Dijk, Jan P M

2006-01-01

Empirical data on the development of interaction, communication, and language in deafblind children is very rare. To fill this gap, a case study was conducted in which the interaction between a teacher and a deafblind boy age 3 years 4 months was analyzed. Sequential analysis of their interaction confirmed some general clinical impressions about interaction with deafblind children, and provided the basis for suggestions on how the interaction pattern might be changed.

A Teaching Elixir, Learning Chimera or Just Fool's Gold? Do Learning Styles Matter?

ERIC Educational Resources Information Center

Rayner, Steve

2007-01-01

The idea of a personal style in learning has grown during the past decade to dominate teacher discourse in the UK. The theory supporting this idea is work in understanding cognitive and learning style. A recent review of learning styles for the Learning and Skills Development Agency in the UK has been widely publicised and is deeply critical of…

A Critical Analysis of the Role of Wait Time in Classroom Interactions and the Effects on Student and Teacher Interactional Behaviours

ERIC Educational Resources Information Center

Ingram, Jenni; Elliott, Victoria

2016-01-01

Extending the pauses between teachers' and students' turns (wait time) has been recommended as a way of improving classroom learning. Drawing on the Conversation Analysis literature on classroom interactions alongside extracts of classroom interactions, the relationship between these pauses and the interactional behaviour of teachers and students…

Measurement of cognitive performance in computer programming concept acquisition: interactive effects of visual metaphors and the cognitive style construct.

PubMed

McKay, E

2000-01-01

An innovative research program was devised to investigate the interactive effect of instructional strategies enhanced with text-plus-textual metaphors or text-plus-graphical metaphors, and cognitive style on the acquisition of programming concepts. The Cognitive Styles Analysis (CSA) program (Riding,1991) was used to establish the participants' cognitive style. The QUEST Interactive Test Analysis System (Adams and Khoo,1996) provided the cognitive performance measuring tool, which ensured an absence of error measurement in the programming knowledge testing instruments. Therefore, reliability of the instrumentation was assured through the calibration techniques utilized by the QUEST estimate; providing predictability of the research design. A means analysis of the QUEST data, using the Cohen (1977) approach to size effect and statistical power further quantified the significance of the findings. The experimental methodology adopted for this research links the disciplines of instructional science, cognitive psychology, and objective measurement to provide reliable mechanisms for beneficial use in the evaluation of cognitive performance by the education, training and development sectors. Furthermore, the research outcomes will be of interest to educators, cognitive psychologists, communications engineers, and computer scientists specializing in computer-human interactions.

Teachers and the foundations of intercultural interaction

NASA Astrophysics Data System (ADS)

Günay, Oya

2016-08-01

With the effects of globalisation, the number of people exposed to intercultural interaction has increased significantly. One of the most affected sectors is education. In parallel to the increase in numbers of students going abroad for tertiary education, primary and secondary education classes have also become culturally and religiously more diverse, mainly due to the effects of migration. With the increase in cultural diversity among their students, teachers find themselves facing new challenges. In order to be able to effectively encourage cultural exchange and intercultural dialogue, teachers need to cultivate their own intercultural competence. However, instead of directly jumping to the end result, this paper focuses on the very foundations of any intercultural interaction, namely self-awareness - of one's own normative settings -, acceptance of the equality of different cultural approaches, and strategies for how these can be transformed into personal attributes. The author highlights the importance of the internalisation of a belief in order to be able to reflect it in one's behaviour and convey to others the sense that they are genuinely accepted as they are. Self-Determination Theory (SDT) provides important insights into how and under which conditions internalisation can take place. Combining the insights gained from SDT with questioning techniques used by coaching experts, the author drafts a set of self-assessment questions which aim to help teachers reflect on the foundations of their intercultural interactions, gauge their level of internalisation and define the areas they have to focus on in order to cultivate their intercultural competence.

Learning Style-Based Teaching Harvests a Superior Comprehension of Respiratory Physiology

ERIC Educational Resources Information Center

Anbarasi, M.; Rajkumar, G.; Krishnakumar, S.; Rajendran, P.; Venkatesan, R.; Dinesh, T.; Mohan, J.; Venkidusamy, S.

2015-01-01

Students entering medical college generally show vast diversity in their school education. It becomes the responsibility of teachers to motivate students and meet the needs of all diversities. One such measure is teaching students in their own preferred learning style. The present study was aimed to incorporate a learning style-based…

Teaching Interactive Practices and Burnout: A Study on Italian Teachers

ERIC Educational Resources Information Center

Mameli, Consuelo; Molinari, Luisa

2017-01-01

The purpose of the present study was to analyse the role played by teaching interactive practices (measured through a self-report Likert scale) in predicting teacher burnout, after controlling for school grade (primary vs. secondary school) and teaching experience. Participants were 282 Italian teachers equally distributed between primary and…

Shared Cognition Facilitated by Teacher Use of Interactive Whiteboard Technologies

ERIC Educational Resources Information Center

Redman, Christine; Vincent, John Terence

2015-01-01

Purpose: The purpose of this study is to examine questioning opportunities afforded by interactive whiteboards (IWBs) by highlighting pedagogical decisions enacted by teachers to ensure that they work with the wider affordances of the device. Design/Methodology/Approach: Three primary/elementary teachers participated in a study designed to…

Uncovering Contents of Mentor Teachers' Interactive Cognitions during Mentoring Dialogues

ERIC Educational Resources Information Center

Hennissen, Paul; Crasborn, Frank; Brouwer, Niels; Korthagen, Fred; Bergen, Theo

2010-01-01

In the context of developing mentor teachers' use of supervisory skills, two consecutive studies were conducted, using stimulated recall. Firstly, with eight participants, an instrument was developed to categorize contents of interactive cognitions. Secondly, with 30 participants, the instrument was applied to uncover contents of mentor teachers'…

Teacher-Child Interaction Training with an Urban Clinical Preschool Population

ERIC Educational Resources Information Center

Schaffner, Kristen F.; McGoey, Kara E.; Venesky, Lindsey

2016-01-01

The current study examined the impact of the relationship-enhancement phase of the Teacher-Child Interaction Training (TCIT) intervention on child behavior and teacher skill use within an urban therapeutic classroom milieu. Participants included four preschool children (mean age 4 years, 8 months) with clinical diagnoses attending a therapeutic…

Predictors of Change in Stress, Interaction Styles, and Depression in Parents of Toddlers with Autism

ERIC Educational Resources Information Center

Trocchio, Jennie S.

2013-01-01

The purpose of this study was to identify the predictors of change in parental stress (including parent and child factors), depression, and interaction style in parents of toddlers with Autism Spectrum Disorders (ASD), exposed to two types of early intervention (EI) programs, PLAY and Community Standard (CS). This study utilized secondary data of…

Interpersonal Interactions in Instrumental Lessons: Teacher/Student Verbal and Non-Verbal Behaviours

ERIC Educational Resources Information Center

Zhukov, Katie

2013-01-01

This study examined verbal and non-verbal teacher/student interpersonal interactions in higher education instrumental music lessons. Twenty-four lessons were videotaped and teacher/student behaviours were analysed using a researcher-designed instrument. The findings indicate predominance of student and teacher joke among the verbal behaviours with…

Teacher interaction in psychosocial learning environments: cultural differences and their implications in science instruction

NASA Astrophysics Data System (ADS)

Khine, Myint Swe; Fisher, Darrell L.

2004-01-01

The purpose of this study was to examine interpersonal behaviour in psychosocial learning environments and to determine the associations between science students' perceptions of their interactions with their teachers, the cultural background of teachers and their attitudinal outcomes. A sample of 1188 students completed the Questionnaire on Teacher Interaction instrument. The responses to two subscales of Test of Science-related Attitudes were used as attitudinal measures. Significant associations between students' perceptions of teacher interpersonal behaviour and the cultural background of teachers were detected. The results showed that students perceived a more favourable interpersonal relationship with Western teachers in the secondary science classrooms. The students in the classes of Western teachers indicated that they enjoyed science lessons more than those in the classes of Asian teachers. Some implications for science instruction in this context are discussed.

Principals' Leadership Styles and Student Achievement

ERIC Educational Resources Information Center

Harnish, David Alan

2012-01-01

Many schools struggle to meet No Child Left Behind's stringent adequate yearly progress standards, although the benchmark has stimulated national creativity and reform. The purpose of this study was to explore teacher perceptions of principals' leadership styles, curriculum reform, and student achievement to ascertain possible factors to improve…

Interaction in Classes at a New Zealand University: Some International Students' Experiences.

ERIC Educational Resources Information Center

Mills, Colleen

1997-01-01

Data from 5 Indonesian, 5 Thai, 21 Singaporean, and 85 Malaysian students in a New Zealand college were obtained through interviews, surveys, and observations. Differences in level and style of teacher-student interaction, difficulties learning English, perceptions of local students, lack of a common experience, and acculturation were the issues…

Affective and Behavioral Features of Jealousy Protest: Associations with Child Temperament, Maternal Interaction Style, and Attachment

ERIC Educational Resources Information Center

Hart, Sybil L.; Behrens, Kazuko Y.

2013-01-01

This study explored variation in affective and behavioral components of infants' jealousy protests during an eliciting condition in which mother and an experimenter directed differential attention exclusively toward a rival. Variation was examined in relation to child temperamental emotionality, maternal interaction style, and attachment security.…

A Culturally-Adaptive Iranian Version of the Questionnaire on Teacher Interaction to Investigate English Teachers' Interpersonal Behaviour

ERIC Educational Resources Information Center

Ahmadi Safa, Mohammad; Doosti, Mehdi

2017-01-01

We investigated Iranian secondary-school English teachers' interpersonal behaviour with a validated culturally-adaptive Iranian version of the Questionnaire on Teacher Interaction. Data were collected from 971 Iranian secondary-school students (398 students participated in the pilot study and 573 students in the main study) and 55 Iranian…

Rural Inservice Education: Staples Teacher Center Style.

ERIC Educational Resources Information Center

Krueger, Rick

In its two-year existence, the federally funded Staples Teacher Center (STC) in Minnesota has had a significant impact on improving classroom instruction and staff development activities in a rural setting, proving that teacher centers are a most effective delivery system for inservice education in sparsely populated areas. Services are rendered…

Observations of Children’s Interactions with Teachers, Peers, and Tasks across Preschool Classroom Activity Settings

PubMed Central

Booren, Leslie M.; Downer, Jason T.; Vitiello, Virginia E.

2014-01-01

This descriptive study examined classroom activity settings in relation to children’s observed behavior during classroom interactions, child gender, and basic teacher behavior within the preschool classroom. 145 children were observed for an average of 80 minutes during 8 occasions across 2 days using the inCLASS, an observational measure that conceptualizes behavior into teacher, peer, task, and conflict interactions. Findings indicated that on average children’s interactions with teachers were higher in teacher-structured settings, such as large group. On average, children’s interactions with peers and tasks were more positive in child-directed settings, such as free choice. Children experienced more conflict during recess and routines/transitions. Finally, gender differences were observed within small group and meals. The implications of these findings might encourage teachers to be thoughtful and intentional about what types of support and resources are provided so children can successfully navigate the demands of particular settings. These findings are not meant to discourage certain teacher behaviors or imply value of certain classroom settings; instead, by providing an evidenced-based picture of the conditions under which children display the most positive interactions, teachers can be more aware of choices within these settings and have a powerful way to assist in professional development and interventions. PMID:25717282

Reframing Practice: High School Mathematics Teachers' Learning through Interactions in Their Workplace Community

ERIC Educational Resources Information Center

Bannister, Nicole A.

2009-01-01

This dissertation seeks to understand how teachers learn through interactions in newly formed workplace communities by examining how mathematics teachers engaged in equity-oriented reforms frame problems of practice. It examines how teachers' framings develop over time, and how teachers' shifting frames connect to their learning in a community of…

To What Extent Do Typologies of School Leaders across the U.S. Predict Teacher Attrition? A Multilevel Latent Class Analysis of Principals and Teachers

ERIC Educational Resources Information Center

Urick, Angela M.

2012-01-01

Schools with high teacher turnover struggle to build capacity and increase student achievement. Leadership styles, such as shared instructional leadership found to have the largest effect on student achievement, may also help retain teachers. A long history of research has examined idealized, or effective, leadership styles and their relationship…

Student Teaching Abroad: An Experience for 21st Century Teachers

ERIC Educational Resources Information Center

Landerholm, Elizabeth; Chacko, Jacob B.

2013-01-01

Twenty first century teachers need to be proficient in technology, skilled as reflective practitioners, and able to reflect on diversity in a myriad of ways: learning styles, special needs, cultural differences, racial differences, developmentally appropriate differences, teaching styles, and personality differences of children, teachers, parents,…

Peer Groups as a Context for School Misconduct: The Moderating Role of Group Interactional Style

ERIC Educational Resources Information Center

Ellis, Wendy; Zarbatany, Lynne; Chen, Xinyin; Kinal, Megan; Boyko, Lisa

2018-01-01

Peer group interactional style was examined as a moderator of the relation between peer group school misconduct and group members' school misconduct. Participants were 705 students (M[subscript age] = 11.59 years, SD = 1.37) in 148 peer groups. Children reported on their school misconduct in fall and spring. In the winter, group members were…

Maternal interaction style in affective disordered, physically ill, and normal women.

PubMed

Hamilton, E B; Jones, M; Hammen, C

1993-09-01

Affective style (AS) and communication deviance (CD) have been suggested as markers of dysfunctional family environments that may be associated with psychiatric illness. Studies have focused mainly on parental responses during family interactions when an offspring is the identified patient. The present study is unique in examining AS and CD in mothers with unipolar depression, bipolar disorder, or chronic physical illness, and in normal controls. The sample consisted of 64 mothers with children ages 8 to 16. Unipolar mothers were more likely to show negative AS than were any other maternal group. There were no group differences for CD. Chronic stress, few positive life events, and single parenting were associated with AS. CD was associated solely with lower socioeconomic status. Results suggest that dysfunctional interactions are determined not only by maternal psychopathology, but also by an array of contextual factors that are related to the quality of the family environment.

The Role of Scheduling in Observing Teacher-Child Interactions

ERIC Educational Resources Information Center

Cash, Anne H.; Pianta, Robert C.

2014-01-01

Observational assessment is being used on a large scale to evaluate the quality of interactions between teachers and children in classroom environments. When one performs observations at scale, features of the protocol such as the scheduling of observations can potentially influence observed scores. In this study interactions were observed for 88…

Attachment style, anxiety coping, and personality-styles in withdrawn alcohol addicted inpatients.

PubMed

Wedekind, Dirk; Bandelow, Borwin; Heitmann, Soren; Havemann-Reinecke, Ursula; Engel, Kirsten R; Huether, Gerald

2013-01-10

Insecure early attachment experiences have been reported to play an important role in the manifestation in alcoholism. The purpose of this study was to investigate the relationship of attachment styles with anxiety, anxiety coping and dysfunctional personality styles, as well as with the prevalence of personality disorders, and adverse life-events in adolescence. 59 inpatient alcohol addicted male (n=43) and female (n=16) patients were characterized by an attachment style scale (Relationships-style-questionnaire-RSQ) and completed a questionnaire battery comprising the State-Trait-Anxiety-Inventory (STAI), the Anxiety-Coping-Inventory (ABI), Temperament-and-character-inventory (TCI), Personality-system-interaction-inventory (PSI), and gave information on sociodemography, alcohol history, and adolescent adverse events. A structured interview (SKID-II) was performed to diagnose personality disorders. Only 33% of subjects had a secure attachment style. Insecure attachment was associated with significantly higher trait-anxiety, higher cognitive avoidance to control anxiety, and higher values on most personality style dimensions directed to the pathological pole. Despite the limitation due to a small sample size, the results of this study show that the consideration of attachment styles is of significance in the diagnosis and therapy of alcohol addiction. Attachment may characterize different styles to control emotional aspects, anxiety cues and interpersonal relationships in individuals suffering from alcohol addiction.

Taiwanese Elementary Students' Creativity, Creative Personality, and Learning Styles: An Exploratory Study

ERIC Educational Resources Information Center

Tsai, Kuan Chen

2014-01-01

In the field of education, creativity has been viewed as an important ability for children's development. The recognition of different learning styles is also important for both teachers and learners. Although a handful of studies have examined the relationship between creativity and personality, or between creativity and cognitive style, few have…

Modeling Leadership Styles in Human-Robot Team Dynamics

NASA Technical Reports Server (NTRS)

Cruz, Gerardo E.

2005-01-01

The recent proliferation of robotic systems in our society has placed questions regarding interaction between humans and intelligent machines at the forefront of robotics research. In response, our research attempts to understand the context in which particular types of interaction optimize efficiency in tasks undertaken by human-robot teams. It is our conjecture that applying previous research results regarding leadership paradigms in human organizations will lead us to a greater understanding of the human-robot interaction space. In doing so, we adapt four leadership styles prevalent in human organizations to human-robot teams. By noting which leadership style is more appropriately suited to what situation, as given by previous research, a mapping is created between the adapted leadership styles and human-robot interaction scenarios-a mapping which will presumably maximize efficiency in task completion for a human-robot team. In this research we test this mapping with two adapted leadership styles: directive and transactional. For testing, we have taken a virtual 3D interface and integrated it with a genetic algorithm for use in &le-operation of a physical robot. By developing team efficiency metrics, we can determine whether this mapping indeed prescribes interaction styles that will maximize efficiency in the teleoperation of a robot.

The Teacher-Community of Practice-Student Interaction in the New Zealand Technology Classroom

ERIC Educational Resources Information Center

Slatter, Wendy; France, Bev

2011-01-01

In New Zealand in order to provide authentic learning experiences teachers are counselled to access Communities of Practice (CoP) (Ministry of Education 2007). This research provides information about teachers' interactions with CoPs and the implication of this access on their pedagogy. A range of interactions occurred which was influenced by how…

Teacher/Student Interactions in Public Elementary Schools When Class Size is a Factor.

ERIC Educational Resources Information Center

Krieger, Jean D.

This report describes a study designed to discover the nature of teacher-student interactions in regular-size classes with 25 or more students and small-size classes with fewer than 18 students. Eleven public-school primary classrooms were observed, and the interactions between the teachers and students were studied. Verbal and nonverbal…

Persistently obese youth: interactions between parenting styles and feeding practices with child temperament.

PubMed

Boles, Richard E; Reiter-Purtill, Jennifer; Zeller, Meg H

2013-12-01

To assess the interaction of parent and child characteristics with feeding practices and mealtime functioning. Longitudinal, predictive study comparing baseline characteristics with follow-up assessments. The caregivers of 52 persistently obese youth and 32 nonoverweight comparison youth completed measurements of child temperament, parental feeding practices, parenting styles, and interactions during mealtimes. Adolescents with persistent obesity were significantly more likely to be parented using problematic feeding practices when parents also reported difficult child temperaments. Additionally, adolescents with persistent obesity and difficult temperaments were significantly more likely to have lower levels of positive mealtime interactions. Persistently obese youth are at increased risk for problematic parental feeding practices and mealtime functioning, particularly when youth are described as having difficult temperaments. These results indicate that further investigations are needed to better understand the mechanisms linking parent and child characteristics with health-related behaviors for adolescents with obesity.

Teachers' Conflict Management Styles: The Role of Attachment Styles and Classroom Management Efficacy

ERIC Educational Resources Information Center

Morris-Rothschild, Britta K.; Brassard, Marla R.

2006-01-01

Constructive conflict management strategies are important in maintaining a positive classroom environment yet little is known about interpersonal or school variables associated with teachers' use of such strategies with students. Teachers high in self-reported classroom management efficacy (CMEFF) and security of attachment (low on avoidance,…

The Children's Interaction Matrix: Intermediate Form, Primary Form. Preliminary Manual. Research Edition 1975.

ERIC Educational Resources Information Center

Drummond, Robert J.; And Others

The Children's Interaction Matrix, Intermediate and Primary Forms, are designed to identify the preferred work and content styles of children in group situations. These factors aid the researcher, teacher, and counselor in understanding the individual's preferred mode of behavior in groups as well as indicating the students' reaction to group…

Teacher Burnout: A Laughing Matter

ERIC Educational Resources Information Center

McKenzie, Kemberly Elaine

2009-01-01

This study employed a quantitative research method and examined the relationship among teacher burnout, job-related stress and humor coping styles in 306 high school teachers from the south suburbs of Chicago, Illinois. In particular, this study sought to determine if a relationship existed among the three variables by examining if teacher burnout…

Toward the Style of the Community Change Educator.

ERIC Educational Resources Information Center

Franklin, Richard

Variations and implications of change agents' patterns or styles of interaction with client systems (individuals, groups, or multigroups) are discussed. Five styles are defined: (1) the instructor, who imparts information to clients and interacts only with his agency; (2) the paterfamilias, who exercises personal, paternalistic influence and…

Dentist-assistant communication style: perceived gender differences in The Netherlands and Northern Ireland.

PubMed

Gorter, Ronald C; Freeman, Ruth

2005-04-01

To assess communication style differences with the (female) dental assistant, as perceived by male and female dentists. Data were collected from 216 Dutch (male: 99; female: 117) and 261 Northern Irish (male: 135; female: 126) dentists (overall response rate: 60%). Respondents filled in a self-report questionnaire (one follow-up mailing), with 22 items on staff communication style. Using principal component analysis, four distinguishable factors could be extracted: businesslike leadership style (seven items, Cronbach's alpha = 0.87), friendly leadership style (seven items, alpha = 0.87), professional interacting style (four items, alpha = 0.83) and gender interacting style (four items, alpha = 0.83). manova indicated a main effect for gender [F(8,946) = 10.905, P < 0.001] and for country [F(4,474) =4.197, P = 0.002] on the communication style scales. Male dentists, compared with female colleagues, showed higher mean scores on businesslike leadership style and gender interacting style, whereas female dentists showed higher mean scores on friendly leadership style and professional interacting style. Dutch dentists showed higher mean scores on friendly leadership style and professional interacting style than their Northern Irish colleagues. No interaction effect between gender and country was found. Dentist's age and length of assistant's employment (in years) partly explained differences in means. Male and female dentists perceive their communication with the assistant differently; male dentists tend to be influenced by the gender differences, female dentists by striving for friendliness. Some country differences were found. Increasing influx of young female dentists underlines the relevance of this topic in dental education and for future research.

Elementary School Teachers as "Targets and Agents of Change": Teachers' Learning in Interaction with Reform Science Curriculum

ERIC Educational Resources Information Center

Metz, Kathleen E.

2009-01-01

This article examines teachers' perspectives on the challenges of using a science reform curriculum, as well as their learning in interaction with the curriculum and parallel professional development program. As case studies, I selected 4 veteran teachers of 2nd or 3rd grade, with varying science backgrounds (including 2 with essentially none).…

The Impact of Interactive Whiteboards on Teacher--Pupil Interaction in the National Literacy and Numeracy Strategies

ERIC Educational Resources Information Center

Smith, Fay; Hardman, Frank; Higgins, Steve

2006-01-01

The study set out to investigate the impact of interactive whiteboards (IWBs) on teacher--pupil interaction at Key Stage 2 in the teaching of literacy and numeracy. As part of the National Literacy and Numeracy Strategies, IWBs have been made widely available as a pedagogic tool for promoting interactive whole class teaching. In order to…

Student-Teachers' Strategies in Classroom Interaction in the Context of the Teaching Practicum

ERIC Educational Resources Information Center

Heikonen, Lauri; Toom, Auli; Pyhältö, Kirsi; Pietarinen, Janne; Soini, Tiina

2017-01-01

Strategies student-teachers employ in classroom interaction with pupils during teaching practice periods are surprisingly understudied, considering that the teaching practicum provides a central arena for student-teachers learning to become teachers. This study investigates the primary strategies student-teachers utilised in classroom interaction…

Teacher-Student Interaction and Gifted Students' Attitudes toward Chemistry in Laboratory Classrooms in Singapore

ERIC Educational Resources Information Center

Lang, Quek Choon; Wong, Angela F. L.; Fraser, Barry J.

2005-01-01

This study investigated associations between teacher-student interaction and students' attitudes towards chemistry among 497 tenth grade students from three independent schools in Singapore. Analyses supported the reliability and validity of a 48-item version of the Questionnaire on Teacher Interaction (QTI). Statistically significant gender…

Exploration of Problematic Internet Use and Social Interaction Anxiety among Turkish Pre-Service Teachers

ERIC Educational Resources Information Center

Cuhadar, Cem

2012-01-01

The current study investigated the relationship between problematic Internet use and social interaction anxiety among pre-service teachers. Participants were 1235 students attending teacher training programs at a Turkish state university. The "Problematic Internet Use Scale" and "Social Interaction Anxiety Scale" were used to…

Using Video-Stimulated Recall to Investigate Teacher Awareness of Explicit and Implicit Gendered Thoughts on Classroom Interactions

ERIC Educational Resources Information Center

Consuegra, Els; Engels, Nadine; Willegems, Vicky

2016-01-01

Teachers believe they don't interact any differently with boys than with girls. However, an examination of the evidence base on gendered student-teacher interactions shows--at times contradicting--unequal interaction patterns for boys and girls. In this study, the videotaped lessons of 13 secondary school teachers in three schools are analysed by…

A study of students' learning styles and mathematics anxiety amongst form four students in Kerian Perak

NASA Astrophysics Data System (ADS)

Esa, Suraya; Mohamed, Nurul Akmal

2017-05-01

This study aims to identify the relationship between students' learning styles and mathematics anxiety amongst Form Four students in Kerian, Perak. The study involves 175 Form Four students as respondents. The instrument which is used to assess the students' learning styles and mathematic anxiety is adapted from the Grasha's Learning Styles Inventory and the Mathematics Anxiety Scale (MAS) respectively. The types of learning styles used are independent, avoidant, collaborative, dependent, competitive and participant. The collected data is processed by SPSS (Statistical Packages for Social Sciences 16.0). The data is analysed by using descriptive statistics and inferential statistics that include t-test and Pearson correlation. The results show that majority of the students adopt collaborative learning style and the students have moderate level of mathematics anxiety. Moreover, it is found that there is significant difference between learning style avoidant, collaborative, dependent and participant based on gender. Amongst all students' learning style, there exists a weak but significant correlation between avoidant, independent and participant learning style and mathematics anxiety. It is very important for the teachers need to be concerned about the effects of learning styles on mathematics anxiety. Therefore, the teachers should understand mathematics anxiety and implement suitable learning strategies in order for the students to overcome their mathematics anxiety.

Determining the Effects of Reflection Type and Cognitive Style on Students' Content Knowledge

ERIC Educational Resources Information Center

Blackburn, J. Joey; Robinson, J. Shane; Kacal, Amanda

2015-01-01

The purpose of this exploratory, experimental study was to determine the effects that the type of reflection-in-action and students' cognitive style had on content knowledge of preservice agriculture teachers (N = 57) at Oklahoma State University. Students' cognitive style was assessed using Kirton's Adaptation-Innovation Inventory (KAI). Students…

Promoting High Quality Teacher-Child Interactions: Examining the Role of Teachers' Depression, Perceptions of Children's Peer Relationships, and Contextual Factors

ERIC Educational Resources Information Center

Granger, Kristen

2017-01-01

The overall goal of this dissertation was to examine teacher characteristics, teachers' beliefs, and contextual factors that may motivate teachers' decisions to engage in high quality teacher-child interactions. I use two complementary studies to meet this goal. These two studies provide insight into several aspects of early childhood teachers'…

Attachment style, anxiety coping, and personality-styles in withdrawn alcohol addicted inpatients

PubMed Central

2013-01-01

Background Insecure early attachment experiences have been reported to play an important role in the manifestation in alcoholism. The purpose of this study was to investigate the relationship of attachment styles with anxiety, anxiety coping and dysfunctional personality styles, as well as with the prevalence of personality disorders, and adverse life-events in adolescence. Methods 59 inpatient alcohol addicted male (n=43) and female (n=16) patients were characterized by an attachment style scale (Relationships-style-questionnaire-RSQ) and completed a questionnaire battery comprising the State-Trait-Anxiety-Inventory (STAI), the Anxiety-Coping-Inventory (ABI), Temperament-and-character-inventory (TCI), Personality-system-interaction-inventory (PSI), and gave information on sociodemography, alcohol history, and adolescent adverse events. A structured interview (SKID-II) was performed to diagnose personality disorders. Results Only 33% of subjects had a secure attachment style. Insecure attachment was associated with significantly higher trait-anxiety, higher cognitive avoidance to control anxiety, and higher values on most personality style dimensions directed to the pathological pole. Conclusions Despite the limitation due to a small sample size, the results of this study show that the consideration of attachment styles is of significance in the diagnosis and therapy of alcohol addiction. Attachment may characterize different styles to control emotional aspects, anxiety cues and interpersonal relationships in individuals suffering from alcohol addiction. PMID:23302491

Investigating and analyzing prospective teacher's reflective thinking in solving mathematical problem: A case study of female-field dependent (FD) prospective teacher

NASA Astrophysics Data System (ADS)

Agustan, S.; Juniati, Dwi; Siswono, Tatag Yuli Eko

2017-05-01

In the last few years, reflective thinking becomes very popular term in the world of education, especially in professional education of teachers. One of goals of the educational personnel and teacher institutions create responsible prospective teachers and they are able reflective thinking. Reflective thinking is a future competence that should be taught to students to face the challenges and to respond of demands of the 21st century. Reflective thinking can be applied in mathematics becauseby reflective thinking, students can improve theircuriosity to solve mathematical problem. In solving mathematical problem is assumed that cognitive style has an impact on prospective teacher's mental activity. As a consequence, reflective thinking and cognitive style are important things in solving mathematical problem. The subject, in this research paper, isa female-prospective teacher who has fielddependent cognitive style. The purpose of this research paperis to investigate the ability of prospective teachers' reflective thinking in solving mathematical problem. This research paper is a descriptive by using qualitativeapproach. To analyze the data related to prospectiveteacher's reflective thinking in solving contextual mathematicalproblem, the researchers focus in four main categories which describe prospective teacher's activities in using reflective thinking, namely; (a) formulation and synthesis of experience, (b) orderliness of experience, (c) evaluating the experience and (d) testing the selected solution based on the experience.

Mentoring Student Teachers: A Conceptual Model.

ERIC Educational Resources Information Center

Stahlhut, Richard G.; Hawkes, Richard R.

This study sought to determine how student teachers perceived their cooperating teacher's leadership practices. The Leader Behavior Description Questionnaire Form was completed during the final week of clinical field experience by 212 student teachers. The questionnaire was based on four identified leadership styles used by mentors: (1)…

Interactions between Preservice and Cooperating Teachers and Knowledge Construction during Post-Lesson Interviews

ERIC Educational Resources Information Center

Chalies, S.; Ria, L.; Bertone, S.; Trohel, J.; Durand, M.

2004-01-01

This study analysed the relationships between (a) the nature of the interactions between preservice teachers and their cooperating teachers and (b) the knowledge that the teachers constructed, validated or invalidated during post-lesson interviews. Six interview excerpts, chosen as having been particularly instructive, were analysed from the…

Interactive Teaching as a Recruitment and Training Tool for K-12 Science Teachers

NASA Astrophysics Data System (ADS)

Rosenberg, J. L.

2004-12-01

The Science, Technology, Engineering, and Mathematics Teacher Preparation (STEMTP) program at the University of Colorado has been designed to recruit and train prospective K-12 science teachers while improving student learning through interactive teaching. The program has four key goals: (1) recruit undergraduate students into K-12 science education, (2) provide these prospective teachers with hands-on experience in an interactive teaching pedagogy, (3) create an intergrated program designed to support (educationally, socially, and financially) and engage these prospective science teachers up until they obtain liscensure and/or their masters degree in education, and (4) improve student learning in large introductory science classes. Currently there are 31 students involved in the program and a total of 72 students have been involved in the year and a half it has been in existence. I will discuss the design of the STEMTP program, the success in recruiting K-12 science teachers, and the affect on student learning in a large lecture class of implementing interactive learning pedagogies by involving these prospective K-12 science teachers. J. L. Rosenberg would like to acknowledge the NSF Astronomy and Astrophysics Fellowship for support for this work. The course transformation project is also supported by grants from the National Science Foundation.

Formation of readiness for future physics teachers by using interactive learning tools

NASA Astrophysics Data System (ADS)

Kulikova, N. U.; Danilchuk, E. V.; Zhidkova, A. V.

2017-01-01

In this article we give the reviewing of approaches to the preparedness of future physics teachers for the usage of interactive means of education as an important part of their professional activity. We discuss the key concepts such as interactivity, an interactive dialogue, and interactive means of education. The conception of interactive means of education as a tool of teachers' professional activity, which provides a way for the students to intensify their learning in class by using interactive tools and electronic educational resources, is validated. Furthermore, it is proved that interactive means of education allow the students to intensify their learning in the course of an interactive dialogue by means of organization different types of feedback in electronic educational resources (the program behavior depending on a user actions in the form of comments, prompts, elements of arrangement of objects, etc, the control and correction of students' actions by the program, providing with recommendations for further learning, carrying out constant access to reference information, etc), involving in different types of educational activity (modeling, investigation, etc), self-selection of time, speed, content of learning, complexity and priority of the usage of educational information on the screen, etc. By training students - future teachers of physics authors consider technological aspects, methodical features and examples of creation of these resources for physics lesson.

Nature of Teacher-Students' Interaction in Electronic Learning and Traditional Courses of Higher Education--A Review

ERIC Educational Resources Information Center

Malik, Sufiana Khatoon; Khurshed, Fauzia

2011-01-01

Present paper explores differential teacher-student interaction in electronic learning (el) and in face to face traditional learning (tl) courses at higher education. After thorough study literature available and getting information from university teachers teaching el and tl courses about the nature of teacher-students interaction in both modes…

Early Career Teachers' Sense of Professional Agency in the Classroom: Associations with Turnover Intentions and Perceived Inadequacy in Teacher-Student Interaction

ERIC Educational Resources Information Center

Heikonen, Lauri; Pietarinen, Janne; Pyhältö, Kirsi; Toom, Auli; Soini, Tiina

2017-01-01

Teachers' capacity to learn intentionally and responsively in the classroom is particularly vulnerable during the first years in the profession. This study investigated the interrelations between early career teachers' turnover intentions, perceived inadequacy in teacher-student interaction, and sense of professional agency in the classroom. The…

Persistently Obese Youth: Interactions Between Parenting Styles and Feeding Practices With Child Temperament

PubMed Central

Boles, Richard E.; Reiter-Purtill, Jennifer; Zeller, Meg H.

2013-01-01

Objective To assess the interaction of parent and child characteristics with feeding practices and mealtime functioning. Design Longitudinal, predictive study comparing baseline characteristics with follow-up assessments. Participants The caregivers of 52 persistently obese youth and 32 nonoverweight comparison youth completed measurements of child temperament, parental feeding practices, parenting styles, and interactions during mealtimes. Results Adolescents with persistent obesity were significantly more likely to be parented using problematic feeding practices when parents also reported difficult child temperaments. Additionally, adolescents with persistent obesity and difficult temperaments were significantly more likely to have lower levels of positive mealtime interactions. Conclusion Persistently obese youth are at increased risk for problematic parental feeding practices and mealtime functioning, particularly when youth are described as having difficult temperaments. These results indicate that further investigations are needed to better understand the mechanisms linking parent and child characteristics with health-related behaviors for adolescents with obesity. PMID:23884967

Teacher-Child Interactions in Voluntary Pre-Kindergarten Programs in Child Care Settings: A Critical Analysis of Barriers and Facilitators

ERIC Educational Resources Information Center

Kim, Seunghee

2008-01-01

We investigated barriers to and facilitators of effective teacher-child interactions in voluntary pre-kindergarten programs in child care settings. An effective teacher-child interaction enables both teachers and children to actively engage in solving the problems they confront in their daily lives. The effective teacher-child interaction relies…

Understanding Early Childhood Student Teachers' Acceptance and Use of Interactive Whiteboard

ERIC Educational Resources Information Center

Wong, Kung-Teck; Russo, Sharon; McDowall, Janet

2013-01-01

Purpose: The purpose of this paper is to understand early childhood student teachers' self-reported acceptance and use of interactive whiteboard (IWB), by employing the Unified Theory of Acceptance and Use of Technology (UTAUT) as the research framework. Design/methodology/approach: A total of 112 student teachers enrolled in science-related…

A Teacher-Friendly Instrument in Identifying Learning Styles in the Classroom.

ERIC Educational Resources Information Center

Pitts, Joseph I.

This report describes a reliability and validity study on a learning styles instrument that was developed based on the Dunn, Dunn, & Price model. That model included 104 Likert five-point scale items for investigating 24 scales grouped into five categories considered likely to affect learning. The Learning Style Preference Inventory (LSPI)…

Teacher Perceptions of the Effective Implementation of Interactive Technologies in One Virginia Middle School

ERIC Educational Resources Information Center

Dockum, James R.

2009-01-01

It was the purpose of this study to determine teacher perceptions of the effective implementation of interactive technologies in one Virginia middle school. The questions that guided this study were the following: What are the Virginia middle school teachers' perceptions of effective integration of interactive technologies? Specifically: What are…

Extending Face-to-Face Interactions: Understanding and Developing an Online Teacher and Family Community

ERIC Educational Resources Information Center

Zhang, Chun; Du, Jianxia; Sun, Li; Ding, Yi

2018-01-01

Technology has been quickly changing human interactions, traditional practices, and almost every aspect of our lives. It is important to maintain effective face-to-face communication and interactions between teachers and families. Nonetheless, technology and its tools can also extend and enhance family-teacher relationships and partnerships. This…

From Know How to Do Now: Instructional Applications of Simulated Interactions within Teacher Education

ERIC Educational Resources Information Center

Dotger, Benjamin H.

2011-01-01

The induction years of teaching challenge novice educators to quickly transition from what they learned as teacher candidates into what they can do as emerging professionals. This article outlines a simulated interaction methodology to help bridge teacher preparation and practice. Building from examples of simulated interactions between teacher…

Challenges of Critical Colleagueship: Examining and Reflecting on Mathematics Teacher Study Group Interactions

ERIC Educational Resources Information Center

Males, Lorraine M.; Otten, Samuel; Herbel-Eisenmann, Beth A.

2010-01-01

This article examines mathematics teacher collegiality by focusing on both the ways in which teachers interacted as critical colleagues in a long-term professional development project and the evolving role of the teacher-educator-researcher as the facilitator of this project. The professional development collaboration comprised two phases: one…

Should Teachers be Taught to be Rational?

ERIC Educational Resources Information Center

Floden, Robert E.; Feiman, Sharon

Teacher education programs have often attempted to make teachers more rational by use of apriori models. These models poorly correspond to teachers' thinking styles. Three distinct reactions to this problem have occurred. One proposed solution is to break the apriori model into separate component skills and to train teachers in each skill. A…

Predicting internalizing problems in Chinese children: the unique and interactive effects of parenting and child temperament.

PubMed

Muhtadie, Luma; Zhou, Qing; Eisenberg, Nancy; Wang, Yun

2013-08-01

The additive and interactive relations of parenting styles (authoritative and authoritarian parenting) and child temperament (anger/frustration, sadness, and effortful control) to children's internalizing problems were examined in a 3.8-year longitudinal study of 425 Chinese children (aged 6-9 years) from Beijing. At Wave 1, parents self-reported on their parenting styles, and parents and teachers rated child temperament. At Wave 2, parents, teachers, and children rated children's internalizing problems. Structural equation modeling indicated that the main effect of authoritative parenting and the interactions of Authoritarian Parenting × Effortful Control and Authoritative Parenting × Anger/Frustration (parents' reports only) prospectively and uniquely predicted internalizing problems. The above results did not vary by child sex and remained significant after controlling for co-occurring externalizing problems. These findings suggest that (a) children with low effortful control may be particularly susceptible to the adverse effect of authoritarian parenting and (b) the benefit of authoritative parenting may be especially important for children with high anger/frustration.

Inclusion of African American Students in Mathematics Classrooms: Issues of Style, Curriculum, and Expectations.

ERIC Educational Resources Information Center

Rowser, Jacqueline Frazier; Koontz, Trish Yourst

1995-01-01

Attempts to help teachers reflect on classroom practices to encourage more participation in mathematics by all students, especially African Americans. Discusses learning styles of African Americans, culture-fair curriculum, and teacher expectations of African Americans. (14 references) (MKR)

Administrative Authority, Leadership Style and the Master Contract.

ERIC Educational Resources Information Center

Robson, Donald L.; Davis, Marlene E.

1983-01-01

Examines the effects on school administrators' influence of the formal relationships established by collective bargaining and of administrators' leadership styles. A survey conducted in 20 Chicago-area high schools measures as a dependent variable teachers'"professional zone of acceptance" or psychological contract. (MCG)

He, She, It: Gender Bias in Teacher-Student Interaction at University

ERIC Educational Resources Information Center

Bartulovic, Marija; Kusevic, Barbara; Siranovic, Ana

2012-01-01

Starting from an intercultural education framework, this paper examines whether students at two Zagreb universities perceive interactions with their teachers to be gender influenced. In the first part of the paper, we outline the context of the research and the two theoretical constructs which correspond to traditionally male and female teachers'…

Examining US Principal Perception of Multiple Leadership Styles Used to Practice Shared Instructional Leadership

ERIC Educational Resources Information Center

Urick, Angela

2016-01-01

Purpose: Decades of research on different leadership styles shows that effective school leadership is the degree of influence or synergy between teachers and principals around the core business of schools, instruction. While various styles, such as transformational, instructional, shared instructional, point to the similar measures of high…

Different Combinations of Perceived Autonomy Support and Control: Identifying the Most Optimal Motivating Style

ERIC Educational Resources Information Center

Haerens, L.; Vansteenkiste, M.; De Meester, A.; Delrue, J.; Tallir, I.; Vande Broek, G.; Goris, W.; Aelterman, N.

2018-01-01

Background: According to Self-Determination Theory, teachers and sport coaches can differ in the motivating style they rely upon to motivate young people. When endorsing an autonomy-supportive motivating style, instructors try to identify, vitalize, and nurture youngsters' inner motivational resources. In contrast, instructors with a dominant…

The Teacher Technology Integration Experience: Practice and Reflection in the Classroom

ERIC Educational Resources Information Center

Ruggiero, Dana; Mong, Christopher J.

2015-01-01

Previous studies indicated that the technology integration practices of teachers in the classroom often did not match their teaching styles. Researchers concluded that this was due, at least partially, to external barriers that prevented teachers from using technology in ways that matched their practiced teaching style. Many of these barriers,…

Design Knowledge and Teacher-Student Interactions in an Inventive Construction Task

ERIC Educational Resources Information Center

Esjeholm, Bjørn-Tore; Bungum, Berit

2013-01-01

The teacher plays an important role in the Technology and Design (T&D) classroom in terms of guiding students in their design process. By using concepts developed within engineering philosophy along with a framework for teacher-student interactions the design process in a T&D classroom is classified. The material shows that four of six…

The Interaction Systems Generated by the Teacher's Didactic Imprinting

ERIC Educational Resources Information Center

Peralta, Nadia S.; Roselli, Néstor D.

2015-01-01

The current study aimed to identify and analyze the systems of interaction implemented by teachers in university classes, based on their teaching imprints. It focused on the interactions occurred in scholar natural contexts and the construction of knowledge based on said interaction. A form to observe the different behaviors was designed in order…

The Effects of Leadership Styles on Organizational Health

ERIC Educational Resources Information Center

Korkmaz, Mehmet

2007-01-01

This article examines the effects of the leadership style of the principal, "transformational leadership and transactional leadership", along with teachers' job satisfaction on schools' organizational health. Specifically speaking, it investigates to what extent the variations in school health can be related to the principal's leadership…

The effect of learning style on academic student success

NASA Astrophysics Data System (ADS)

Stackhouse, Omega N.

The problem addressed in this study was that little was known about the impact on student academic achievement, when grouped by learning style, in a multiple intelligence based science curriculum. The larger problem was that many students were frequently unengaged and, consequently, low achieving in their science courses. This quantitative study used an ex post facto research design to better understand the impact of student learning style on the academic success of students in a Multiple Intelligence Theory based course room. Gardner's work on Multiple Intelligence served as the conceptual framework for this study. The research question for this study asked if academic instruction that employs multiple intelligence theories has a relationship with students' academic achievement differently according to their learning style group (auditory, visual, and kinesthetic). Existing data from 85 students were placed into 1 of 3 groups: (a) Auditory, (b) Visual, or (c) Kinesthetic Learning Style) using existing data from a student inventory instrument. The independent variable was existing data from student inventories of learning style and the dependent variable was existing student scores from the Physical Science End of Course Test. Existing data were taken from students that were all taught with the same strategies in similar classroom environments. The Physical Science End of Course Test was developed with stringent measures to protect validity by the developer, McGraw-Hill. Cronbach's Alpha was conducted to determine the internal reliability coefficient of the student inventory. The impact for social change is that adding to the body of knowledge regarding student learning style and science curriculum provides valuable information for teachers, administrators, and school policy makers. This will allow teachers to better prepare to engage their students' and to prepare them for their place in society.

Are All Program Elements Created Equal? Relations Between Specific Social and Emotional Learning Components and Teacher-Student Classroom Interaction Quality.

PubMed

Abry, Tashia; Rimm-Kaufman, Sara E; Curby, Timothy W

2017-02-01

School-based social and emotional learning (SEL) programs are presented to educators with little understanding of the program components that have the greatest leverage for improving targeted outcomes. Conducted in the context of a randomized controlled trial, the present study used variation in treatment teachers' (N = 143) implementation of four core components of the Responsive Classroom approach to examine relations between each component and the quality of teachers' emotional, organizational, and instructional interactions in third, fourth, and fifth grade classrooms (controlling for pre-intervention interaction quality and other covariates). We also examined the extent to which these relations varied as a function of teachers' baseline levels of interaction quality. Indices of teachers' implementation of Morning Meeting, Rule Creation, Interactive Modeling, and Academic Choice were derived from a combination of teacher-reported surveys and classroom observations. Ratings of teacher-student classroom interactions were aggregated across five observations conducted throughout the school year. Structural path models indicated that teachers' use of Morning Meeting and Academic Choice related to higher levels of emotionally supportive interactions; Academic Choice also related to higher levels of instructional interactions. In addition, teachers' baseline interaction quality moderated several associations such that the strongest relations between RC component use and interaction quality emerged for teachers with the lowest baseline interaction quality. Results highlight the value of examining individual program components toward the identification of program active ingredients that can inform intervention optimization and teacher professional development.

RAP Coaching with Teachers

ERIC Educational Resources Information Center

Currier, Suzanne; Shields, Julie; Chesman, Jodi; Langsam, Fred; Langsam, Jonathan; Strauss, Heather

2012-01-01

Training for special education teachers rarely addresses how to work with students who are in crisis or who are displaying aggression. Often teachers are instructed that disruptive students should be punished or excluded from the classroom. The behavior management style becomes one of authority, power, and control rather than problem solving.…

The relationship of parenting styles and social competency to Type A behavior in children.

PubMed

Harralson, T L; Lawler, K A

1992-10-01

This study examined parenting styles, Type A behavior in parents and children, and social competence in children. Fifty 1st-6th grade children, parents, and their teachers participated. Type A behavior in parents was associated with a controlling style of parenting, but not with pressuring the child to achieve. Parenting styles of achievement pressure and high control were related to impatient and aggressive behaviors in children, as measured by the MYTH, a teacher-scored Type A behavior instrument. In addition, impatience and aggressiveness in the children were negatively correlated with the child's social competency and ability to function in school. Parenting practices, Type A behavior, and social competency in children may play important roles in the origins of detrimental components of Type A behavior, such as impatience and aggression.

Correlation between Students’ Self-Efficacy and Teachers’ Educational Leadership Style in Iranian Midwifery Students

PubMed Central

Sohrabi, Zohreh; Kheirkhah, Masoomeh; Sahebzad, Elahe Sadegi; Rasoulighasemlouei, Seyedehsahel; Khavandi, Siamak

2016-01-01

Background: Self-efficacy is believe in and feeling of ability to complete work. One of these factors is educational teachers’ role. This study aimed to determine relationship between teachers’ leadership style and students’ self-efficacy in midwifery students. Method: This Study is a cross sectional correlation study. Sampling was conducted in midwifery students in Bachelor Science degree in 2013. Data collection tools were multi leadership questionnaire and self-efficacy clinical performance. After explaining the goals of study, 97 students completed the questionnaire. Scoring the questionnaire was based on a Liker’s scale (0-5). Data were analyzed by SPSS 16. Correlation coefficient test was adopted to investigate the relationship and p value was considered 0.05. Result: Mean of self-efficacy scores were 116.12 (24.66.). In 53.3% of the cases, self-efficacy was good, in 42.2% moderate and in 4.3%, it was bad. The majority of the students (88.9%) reported that their teachers had an idealized style in leadership. About 94.6% of the students with good self- efficacy believed that their teachers’ leadership style was transformational style. There was a significant correlation between self- efficacy and leadership style (p<0.05). Conclusions: Results showed that transformational style is appropriate for midwifery teachers. PMID:26925916

Tips for Teachers Selecting Toys to Facilitate Social Interaction

ERIC Educational Resources Information Center

Vail, Cynthia O.; Elmore, Shannon Renee

2011-01-01

Toy selection is an important role for early childhood teachers. This research-to-practice article describes what research tells us about how toys can affect the social interactions and communication of young children including those with developmental delays.

Principal Leadership Styles and the Academic Achievement of Students with Disabilities: A Mixed Methods Approach

ERIC Educational Resources Information Center

Brander, Bryan Patrick

2013-01-01

The purpose of this study was to examine the relationship between principal leadership styles and the academic achievement of students with disabilities. Participants were North Carolina elementary and middle school principals and teachers. The researcher examined what leadership styles (transformational, transactional, or passive-avoidant) are…

Curriculum Theory and Practice: What's Your Style?

ERIC Educational Resources Information Center

Miller, Donna L.

2011-01-01

Four common schools of thought in the curriculum arena are the linear, holistic, laissez faire, and critical theorist approaches. When teachers identify which approach they are most apt to use, they can consciously incorporate other styles into their practice. The author holds copyright to this article. Distributed by Phi Delta Kappa with…

The Relations Between Classroom Interaction and Teacher Ratings of Pupils: An Exploration of One Means by Which a Teacher May Communicate Her Expectancies. Peabody Papers in Human Development.

ERIC Educational Resources Information Center

Dalton, William B.

A study was conducted to test four hypotheses: (1) There are differences in the total number of interactions that a teacher has with pupils whom she has rated differently. (2) The teacher interacts more directly with those pupils she rates low than with those she rates high. (3) The teacher interacts more indirectly fewer times with those pupils…

Including Students' Diverse Perspectives on Classroom Interactions into Video-Based Professional Development for Teachers

ERIC Educational Resources Information Center

Vogler, Anna-Marietha; Prediger, Susanne

2017-01-01

Video is often used in professional development courses to sensitize mathematics teachers to students' thinking and issues of classroom interaction. This article presents an approach that incorporates students' perspectives on mathematics classroom interactions into video-based professional development in order to enhance teachers' reflection on…

Teacher-student interactions and domain-specific motivation: The relationship between students' perceptions of teacher interpersonal behavior and motivation in middle school science

NASA Astrophysics Data System (ADS)

Smart, Julie Brockman

2009-11-01

This study examined interactions between middle school science students' perceptions of teacher-student interactions and their motivation for learning science. Specifically, in order to better understand factors affecting middle school students' motivation for science, this study investigated the interactions between middle school students' perceptions of teacher interpersonal behavior in their science classroom and their efficacy, task value, mastery orientations, and goal orientation for learning science. This mixed methods study followed a sequential explanatory model (Cresswell & Plano-Clark, 2007). Quantitative and qualitative data were collected in two phases, with quantitative data in the first phase informing the selection of participants for the qualitative phase that followed. The qualitative phase also helped to clarify and explain results from the quantitative phase. Data mixing occurred between Phase One and Phase Two (participant selection) and at the interpretation level (explanatory) after quantitative and qualitative data were analyzed separately. Results from Phase One indicated that students' perceptions of teacher interpersonal behaviors were predictive of their efficacy for learning science, task value for learning science, mastery orientation, and performance orientation. These results were used to create motivation/perception composites, which were used in order to select students for the qualitative interviews. A total of 24 students with high motivation/high perceptions, low motivation/low perceptions, high motivation/low perceptions, and low motivation/high perceptions were selected in order to represent students whose profiles either supported or refuted the quantitative results. Results from Phase Two revealed themes relating to students' construction of their perceptions of teacher interpersonal behavior and dimensions of their efficacy and task value for science. Students who reported high motivation and high perceptions of teacher

Teacher-Child Dyadic Interaction: A Manual for Coding Classroom Behavior. Report Series No. 27.

ERIC Educational Resources Information Center

Brophy, Jere E.; Good, Thomas L.

This manual presents the rationale and coding system for the study of dyadic interaction between teachers and children in classrooms. The introduction notes major differences between this system and others in common use: 1) it is not a universal system that attempts to code all classroom behavior, and 2) the teacher's interactions in his class are…

Learning Styles: An Interview with Edmund W. Gordon.

ERIC Educational Resources Information Center

Rabianski-Carriuolo, Nancy

1989-01-01

Edmund W. Gordon, noted for his research on diverse human characteristics and pedagogy related to the education of low-status populations, responds to questions on learning styles and their modification, cultural background, hemispheric dominance, instructional design, teaching methods, matching teacher and student characteristics, and the use of…

Creating Spaces for Children's Agency: "I Wonder…" Formulations in Teacher-Child Interactions

ERIC Educational Resources Information Center

Houen, Sandy; Danby, Susan; Farrell, Ann; Thorpe, Karen

2016-01-01

Affording children's agency is an important pedagogical underpinning of a high-quality early childhood program. Yet little is known about how teachers' interactions create spaces for children's agency. From the perspectives of ethnomethodology and conversation analysis, this paper investigates how teachers and children navigate agency through…

Korean and American Teachers' Praising Styles and Teaching Practices

ERIC Educational Resources Information Center

Bang, Hyeyoung; Kim, Jungsub

2016-01-01

Praising is a crucial part of teaching performance that greatly impacts student performance and self-esteem. South Korean teachers are traditionally known to possess authoritarian attributes, whereas U.S. teachers have contradictory beliefs in terms of why and how to use praise. We used Q methodology among 16 American and 22 Korean teachers to…

Leadership Styles at Middle- and Early-College Programs: A Quantitative Descriptive Correlational Study

ERIC Educational Resources Information Center

Berksteiner, Earl J.

2013-01-01

The purpose of this quantitative descriptive correlational study was to determine if associations existed between middle- and early-college (MEC) principals' leadership styles, teacher motivation, and teacher satisfaction. MEC programs were programs designed to assist high school students who were not served well in a traditional setting (Middle…

Developing a Learning-Teaching Styles Scheme to Improve Teaching Behaviors of College Child Development Student Interns.

ERIC Educational Resources Information Center

Martin, Beverly Barber

Implemented in an urban community college's child development teacher training program, this practicum project addressed the problem of discrepancies between training and work environments. General goals of the practicum were: (1) to design a learning styles training format for preschool teachers; (2) to provide teachers with factual information…

The additive and interactive effects of parenting style and temperament in obese youth seeking treatment.

PubMed

Zeller, M H; Boles, R E; Reiter-Purtill, J

2008-10-01

To examine maternal parenting behaviors, child temperament and their potential interactions in families of obese children and demographically similar families of nonoverweight children. A total of 77 obese youth (M body mass index (BMI) z-score values, zBMI=2.4; ages 8-16, 59% female, 50% African American) and their parents were recruited from a pediatric weight management clinic and compared to 69 families of nonoverweight youth (M zBMI=-0.03). Comparison youth were classmates of each obese participant matched on gender, race and age. Maternal report of child temperament, parenting style and anthropometric assessments were obtained. Compared to nonoverweight youth, mothers of obese youth described their child as having a more difficult temperament and their parenting style as lower in behavioral control. A logistic regression model indicated that difficult temperament, lower behavioral control and the interaction of low maternal warmth and difficult child temperament were associated with increased odds of a child being classified as obese. Treatment-seeking obese youth and their parents are characterized by different parent and child factors when compared to nonoverweight comparison families. These findings direct investigators to test more complex models of the relation between parent and child characteristics and their mutual role in the weight-related behavior change process.

Explaining Teacher-Student Interactions in Early Childhood: An Interpersonal Theoretical Approach

ERIC Educational Resources Information Center

Thijs, Jochem; Koomen, Helma; Roorda, Debora; ten Hagen, Judith

2011-01-01

The present study used an interpersonal theoretical perspective to examine the interactions between Dutch teachers and kindergartners. Interpersonal theory provides explanations for dyadic interaction behaviors by stating that complementary behaviors (dissimilar in terms of control, and similar in terms of affiliation) elicit and sustain each…

Cognitive styles and learning preferences of undergraduate business students in North Cyprus.

PubMed

Tanova, Cem

2003-12-01

Measures of cognitive style and learning preferences were administered to 127 (75 men and 52 women) Turkish undergraduate business students. Students with analytical cognitive styles were more likely to prefer teacher-dependent and collaborative learning settings. As expected the mean Cognitive Style Index scores for the current Turkish sample was higher (more analytical) than those for similar western samples reported in the literature. Furthermore, students who had completed more credits towards the completion of their degrees had a higher mean score. The hypothesis regarding differences between scores of men and women was not supported.

Leadership styles of service professionals aiding women of abuse: enhancing service delivery.

PubMed

Haeseler, Lisa Ann

2013-01-01

Leadership styles of service professionals--including social workers and teachers--in the area of family abuse were investigated. Leadership characteristics of the professionals were measured by their responses to a survey. Results indicated that the interviewed service professionals demonstrated productive leadership traits. Study findings are congruent with leadership styles described in the research. Holistic and collaborative services are required to enhance care for women of abuse, as their needs are multifaceted and complex. Specific leadership styles promote better care for women; leaders need to collaboratively initiate and deliver more interdisciplinary and unified service.

Strategy Instruction Shifts Teacher and Student Interactions during Text-Based Discussions

ERIC Educational Resources Information Center

Boardman, Alison G.; Boelé, Amy L.; Klingner, Janette K.

2018-01-01

This study examined how teacher and student interactions were influenced by a multistrategy reading model, Collaborative Strategic Reading (CSR), where students learn to apply before-, during-, and after-reading strategies in small cooperative learning groups. Five middle school English language arts teachers and their students (N = 184)…

Collective Responsibility for Learning: Effects on Interactions between Novice Teachers and Colleagues

ERIC Educational Resources Information Center

Qian, Hong; Youngs, Peter; Frank, Kenneth

2013-01-01

This paper uses theory from sociology of education to explore associations between mentors' and senior colleagues' perceptions of schoolwide collective responsibility and the frequency of their interactions with novice teachers. Survey data was collected from novice teachers, their mentors, and their school-based colleagues in 6 Michigan districts…

Study of the measurement of defense style using Bond's Defense Style Questionnaire.

PubMed

Nishimura, R

1998-08-01

Two hundred and seventy healthy university students were surveyed in December 1995 using Bond's Defense Style Questionnaire (DSQ) to measure the subjects' defense mechanisms. At the same time, a survey using Byrne's R-S Scale (Repression-Sensitization Scale) of the MMPI (Minnesota multiphasic personality inventory) and five psychiatric symptom indexes (anxiety, sense of inadequacy, sensitivity, depression and impulsive anger) selected from the CMI (Cornell Medical Index-Health Questionnaire) was conducted. Three factors were extracted from the DSQ through factor analysis: immature defenses, neurotic defenses, and mature defenses. The results of analysis of variance revealed the following: (i) for anxiety and anxiety related symptoms, both immature defenses and neurotic defenses indicated principal effect; (ii) for impulsive anger and depression, immature defenses presented principal effect; and (iii) for sensitivity and impulsive anger, interaction between a mature defense style and neurotic defense style was noted. The relationship between defense styles and psychiatric symptoms in healthy people is studied in this paper.

Predominant learning styles among pharmacy students at the Federal University of Paraná, Brazil

PubMed Central

Czepula, Alexandra I.; Bottacin, Wallace E.; Hipólito, Edson; Baptista, Deise R.; Pontarolo, Roberto; Correr, Cassyano J.

2015-01-01

Background: Learning styles are cognitive, emotional, and physiological traits, as well as indicators of how learners perceive, interact, and respond to their learning environments. According to Honey-Mumford, learning styles are classified as active, reflexive, theoretical, and pragmatic. Objective: The purpose of this study was to identify the predominant learning styles among pharmacy students at the Federal University of Paraná, Brazil. Methods: An observational, cross-sectional, and descriptive study was conducted using the Honey-Alonso Learning Style Questionnaire. Students in the Bachelor of Pharmacy program were invited to participate in this study. The questionnaire comprised 80 randomized questions, 20 for each of the four learning styles. The maximum possible score was 20 points for each learning style, and cumulative scores indicated the predominant learning styles among the participants. Honey-Mumford (1986) proposed five preference levels for each style (very low, low, moderate, high, and very high), called a general interpretation scale, to avoid student identification with one learning style and ignoring the characteristics of the other styles. Statistical analysis was performed using the Statistical Package for the Social Sciences (SPSS) version 20.0. Results: This study included 297 students (70% of all pharmacy students at the time) with a median age of 21 years old. Women comprised 77.1% of participants. The predominant style among pharmacy students at the Federal University of Paraná was the pragmatist, with a median of 14 (high preference). The pragmatist style prevails in people who are able to discover techniques related to their daily learning because such people are curious to discover new strategies and attempt to verify whether the strategies are efficient and valid. Because these people are direct and objective in their actions, pragmatists prefer to focus on practical issues that are validated and on problem situations. There was no

The Cognitive Neuroscience of the Teacher-Student Interaction

ERIC Educational Resources Information Center

Battro, Antonio M.; Calero, Cecilia I.; Goldin, Andrea P.; Holper, Lisa; Pezzatti, Laura; Shalóm, Diego E.; Sigman, Mariano

2013-01-01

Pedagogy is the science and art of teaching. Each generation needs to explore the history, theory, and practice of the teacher-student interaction. Here we pave the path to develop a science that explores the cognitive and physiological processes involved in the human capacity to communicate knowledge through teaching. We review examples from our…

Interaction of depth probes and style of depiction

PubMed Central

van Doorn, Andrea J.; Koenderink, Jan J.; Leyssen, Mieke H. R.; Wagemans, Johan

2012-01-01

We study the effect of stylistic differences on the nature of pictorial spaces as they appear to an observer when looking into a picture. Four pictures chosen from diverse styles of depiction were studied by 2 different methods. Each method addresses pictorial depth but draws on a different bouquet of depth cues. We find that the depth structures are very similar for 8 observers, apart from an idiosyncratic depth scaling (up to a factor of 3). The differences between observers generalize over (very different) pictures and (very different) methods. They are apparently characteristic of the person. The differences between depths as sampled by the 2 methods depend upon the style of the picture. This is the case for all observers except one. PMID:23145306

Teacher-Student Interactions in Fifth Grade Classrooms: Relations with Children's Peer Behavior

ERIC Educational Resources Information Center

Luckner, Amy E.; Pianta, Robert C.

2011-01-01

This study investigates the extent to which teacher-student interactions in fifth grade classrooms are associated with peer behavior in fifth grade, accounting for prior peer functioning. Participants included 894 fifth grade students from the NICHD Study of Early Child Care and Youth Development. The quality of teacher-student interactions…

Development and Evaluation of a Chinese Version of the Questionnaire on Teacher Interaction (QTI)

ERIC Educational Resources Information Center

Sun, Xiaojing; Mainhard, Tim; Wubbels, Theo

2018-01-01

Teacher-student interpersonal relationships play an important role in education. The Questionnaire on Teacher Interaction (QTI) was designed to measure students' interpersonal perceptions of their teachers. There are two Chinese versions of the QTI for student use, and that inherited the weaknesses of the previous English versions, such as items…

Principals' Transformational and Transactional Leadership Style and Job Satisfaction of College Teachers

ERIC Educational Resources Information Center

Nazim, Fareena

2016-01-01

Leadership style is the general way a leader behaves towards his subordinates for attaining objectives. There are two major dimensions of leadership i.e. transformational leadership and transactional leadership. The objective of the present study was to find out the relationship between leadership styles of principals and job satisfaction of…

Teaching style beliefs among U.S. and Israeli faculty.

PubMed

Behar-Horenstein, Linda S; Mitchell, Gail S; Notzer, Netta; Penfield, Randy; Eli, Ilana

2006-08-01

The purpose of this study was to determine if self-reported teaching style beliefs were different among faculty at a U.S. and an Israeli dental school. Teacher-centered practices refer to beliefs that the teacher holds the subject matter expertise and students are generally passive learners who must be told what to think. Student-centered practices refer to beliefs that students must learn how to construct their own understanding. Student-centered teaching is directed towards enabling students to think about complex issues. Twenty-seven of fifty-eight (47.37 percent) faculty at a dental school in the United States and thirty of thirty-four (88 percent) Israeli dental faculty teaching in basic science courses completed the Teaching Behavior Preferences Survey (TBPS). The TBPS is a thirty-item instrument that measures two domains of teaching styles--teacher-centered (TC) and student-centered (SC)--and four subdomains: methods of instruction (MI), classroom milieu (CM), use of questions (UQ), and use of assessment (UA). Findings revealed that there were no significant differences in student-centered and teacher-centered teaching practices and methods of instruction, classroom milieu, and use of questions. There was a significant difference between the U.S. and Israeli groups in their reported use of assessment. The U.S. faculty reported a greater preference for student-centered assessment practices than did the Israeli faculty.

Effectiveness of Teacher-Child Interaction Training (TCIT) in a Preschool Setting

ERIC Educational Resources Information Center

Lyon, Aaron R.; Gershenson, Rachel A.; Farahmand, Farahnaz K.; Thaxter, Peter J.; Behling, Steven; Budd, Karen S.

2009-01-01

This research addressed the need for trained child care staff to support optimal early social-emotional development in urban, low-income, ethnic minority children. We evaluated effectiveness of Teacher-Child Interaction Training (TCIT), an approach adapted from Eyberg's Parent-Child Interaction Therapy (PCIT). TCIT focuses on increasing preschool…

Gender equity: A study of classroom interactions of sixth-grade science teachers before and after gender equity training

NASA Astrophysics Data System (ADS)

Giuliano, Joanne

The researcher investigated teachers' perceptions of their interactions with students in their 6th grade science classrooms and the effects of gender equity training on teachers' interactions with students. Teacher perceptions were measured at pretest and posttest using the Gender Equity Teacher-Student Interaction Questionnaire (GETSIQ). The outcomes from one day of gender equity training, using the Gender Equity Video and Instructional Guide, were measured at pretest, posttest, and follow-up using the INTERSECT scale. A non-random sample of twenty 6th grade science teachers from five middle schools participated in the study. Ten teachers were assigned to each of the control or experimental groups. The first hypothesis posited that teacher perceptions of and actions toward male and female students in sixth grade science classrooms would be different as reflected by scores on the GETSIQ. The hypothesis was partially supported. Teachers reported significantly different amounts of acknowledgment, attention in general, and attention to questions, responses, and comments for boys and girls, and different evaluations based on their expectations for a student. Following training, teachers from the experimental group obtained somewhat higher scores, though the differences were not statistically significant. Hypothesis 2 stated that gender equity training would increase equitable teacher interactions with male and female students as demonstrated by scores on the INTERSECT Checklist. This hypothesis was partially supported. A comparison of the Intersect checklist (praise, acceptance, remediation, criticism) revealed that teachers were observed to more equally give praise to boys and girls following training, male teachers engaged in more acceptance responses with girls, and female teachers had more equitable distribution of acceptance. Male teachers increased the amount of remediation to girls, and female teachers continued to provide more remediation to boys. The

Learning Style-Based Teaching To Raise Minority Student Test Scores: There's No Debate!

ERIC Educational Resources Information Center

Burke, Karen; Dunn, Rita

2002-01-01

Explains how teachers in the Freeport, Illinois School District began teaching to individual learning styles to ensure that all of their students performed well in school. Notes that the teachers insisted that students learn differently from one another. Concludes that once students understood what they were required to learn and could work…

Perceptions of In-Service Teachers on Their Interactions and Behaviors on Facebook: A Phenomenological Study

ERIC Educational Resources Information Center

Bradley, Tabitha Lynn

2011-01-01

Teachers in the United States are using Facebook as a way to communicate and interact with family, friends and members of the school community. While Facebook has become a tool for this communication, many teachers are being reprimanded for their actions and interactions on the social networking website. The purpose of this qualitative…

Three Cultural Models of Teacher Interaction Valued by Mexican Students at a US High School

ERIC Educational Resources Information Center

Andrews, Micah

2016-01-01

Using students' interviews as data source, this study explores the interactional experiences of several Mexican students at a US high school in the Midwest with their teachers and discusses how three cultural models of teacher interaction valued by the students impact their affiliation, motivation, and engagement with school. Emphasis is given to…

Classroom interactions: exploring the practices of high- and low-expectation teachers.

PubMed

Rubie-Davies, Christine M

2007-06-01

Early research exploring teacher expectations concentrated on the dyadic classroom interactions of teachers with individual students. More recent studies have shown whole class factors to have more significance in portraying teachers' expectations. Recently teachers having high or low expectations for all their students have been identified. The aim of the current investigation was to explore whether the classroom exchanges of high- and low-expectation teachers differed substantially and might be considered a mechanism for teachers' expectations. The participants were 12 primary school teachers from eight schools who had been identified as having expectations for their students' learning that were either significantly above or below the children's achievement level. The teachers formed three groups called high-expectation, low-expectation and average-progress teachers. The participants were observed twice in the academic year during half-hour reading lessons. Two people observed each lesson, one completing a structured observation protocol and the other a running record and audiotape. In contrast to the average progress and low expectation teachers, the high-expectation teachers spent more time providing a framework for students' learning, provided their students with more feedback, questioned their students using more higher-order questions, and managed their students' behaviour more positively. There appear to be important differences in the classroom environments for the students of high-expectation, average-progress and low-expectation teachers. The differences apply to both the instructional and socioemotional environments of the classroom. Such disparities may act as mechanisms for teacher expectation effects.

Teacher-student interaction in contemporary science classrooms: is participation still a question of gender?†

NASA Astrophysics Data System (ADS)

Eliasson, Nina; Sørensen, Helene; Göran Karlsson, Karl

2016-07-01

We show that boys still have a greater access to the space for interaction in science classrooms, which is unexpected since in Sweden today girls perform better in these subjects than boys. Results from video-recorded verbal communication, referred to here as interaction, show that the distribution of teacher-student interaction in the final year of lower secondary school follows the same patterns as in the 1980s. The interaction space for all kinds of talk continues to be distributed according to the two-thirds rule for communication in science classrooms as described by previous research. We also show that the overall interaction space in science classrooms has increased for both boys and girls when talk about science alone is considered. Another finding which follows old patterns is that male teachers still address boys more often than girls. This holds true both for general talk and for talk about science. If a more even distribution of teacher-student interaction is desirable, these results once again need to be considered. More research needs to be undertaken before the association between girls' attitudes and interest in science in terms of future career choice and the opportunity to participate in teacher-student interaction is more clearly understood. Research conducted at Mid Sweden University, Department of Science Education and Mathematics.

Chinese Children's Effortful Control and Dispositional Anger/Frustration: Relations to Parenting Styles and Children's Social Functioning

ERIC Educational Resources Information Center

Zhou, Qing; Eisenberg, Nancy; Wang, Yun; Reiser, Mark

2004-01-01

Relations among authoritative and authoritarian parenting styles, children's effortful control and dispositional anger/frustration, and children's social functioning were examined for 425 first and second graders (7-10 years old) in Beijing, China. Parents reported on parenting styles; parents and teachers rated children's effortful control,…

The Relationship among Interactional Justice, Manager Trust and Teachers' Organizational Silence Behavior

ERIC Educational Resources Information Center

Yangin, Demet; Elma, Cevat

2017-01-01

The purpose of this study was to determine the relationship between the manager trust and interactional justice perceptions and organizational silence behaviors of those teachers who work in primary and secondary schools. The research is based on the survey model and the population consists of 4761 teachers who worked in Samsun, Turkey. The sample…

Who Benefits from Dyadic Teacher-Student Interactions in Whole-Class Settings?

ERIC Educational Resources Information Center

Flieller, André; Jarlégan, Annette; Tazouti, Youssef

2016-01-01

To what extent can teacher-student dyadic interactions modify the hierarchy of student performances within a single class? To answer this insufficiently researched question, the authors conducted two parallel studies involving 33 Grade 5 classes in France (759 students) and 15 Grade 5 classes in Luxembourg (243 students). Interactions were…

Mapping Control and Affiliation in Teacher-Student Interaction with State Space Grids

ERIC Educational Resources Information Center

Mainhard, M. Tim; Pennings, Helena J. M.; Wubbels, Theo; Brekelmans, Mieke

2012-01-01

This paper explores how State Space Grids (SSG), a dynamic systems research method, can be used to map teacher-student interactions from moment-to-moment and thereby to incorporate temporal aspects of interaction. Interactions in two secondary school classrooms are described in terms of level of interpersonal control and affiliation, and of…

Students' and teachers' focus of attention in classroom interaction — subtle sources for the reproduction of social disparities

NASA Astrophysics Data System (ADS)

Vogler, Anna-Marietha; Prediger, Susanne; Quasthoff, Uta; Heller, Vivien

2018-01-01

Mathematics classroom interaction has often been described as an important context for involving all students. However, this article shows that teacher-student-interaction is still not really in the focus of teachers' attention. Based on classroom video studies, some authors hypothesize that the implicitness of establishing norms and practices is, among others, an obstacle for students with low socio-economic status. The article intends to put this hypothesis into perspective by investigating teachers' and students' focus of attention on classroom interaction in video-stimulated group discussions (six discussions with 5-6 students, four discussions with 5-9 teachers). The data analysis used inductive procedures of category development, frequency analysis, and deeper qualitative analysis of the transcripts. For students' focus of attention, differential patterns could be extrapolated: Whereas students of high socio-economic status seem to be more attentive to teacher's contextual expectations, the students of low socio-economic status seem to be more focused on general norms without taking into account contextual expectations. For the teachers, the analysis shows that interactive mechanisms of teacher-student exchanges in classrooms are usually not in the teachers' focus of attention. Additionally, the teachers address, but rarely problematize the implicitness by which norms and practices are established. Together with the differential findings on students' attention, these findings are discussed with respect to equity concerns and consequences for professional development of teachers.

The effect of teaching based on dominant learning style on nursing students' academic achievement.

PubMed

Vizeshfar, Fatemeh; Torabizadeh, Camellia

2018-01-01

The recognition of learning styles and teaching based on that recognition will help lecturers use suitable methods of teaching. The aim of this study was to evaluate the effect of education based on dominant learning styles on the academic achievement of nursing students. The population of this quasi-experimental research consisted of 40 third-semester nursing students. The data were collected by using Kolb's Learning Style questionnaire. To determine the dominant learning style of the students, the researchers had them take a pre-test; then, based on the dominant learning style, the students were taught through group discussion. A formative exam and a summative exam were taken. The most and least preferred learning styles of the participants were the divergent style and the assimilative style respectively. Education based on learning styles, particularly for college students, can not only enhance students' academic achievement and teachers' professional satisfaction, but can help with training professional nurses. Copyright © 2017 Elsevier Ltd. All rights reserved.

Children "tune out" in response to the ambiguous communication style of powerless adults.

PubMed

Bugental, D B; Lyon, J E; Lin, E K; McGrath, E P; Bimbela, A

1999-01-01

Changes in children's attentional engagement were assessed as a function of their exposure to "teachers" who differed in perceived power and the communication style that is associated with perceived power. In Study 1, "teachers" (women assigned to an instructional role) were selected on the basis of their perceived power; low-power women were more likely than high-power women to display communication ambiguity. Children responded to low-power women with low levels of (1) autonomic orienting (consistent with low attention) and (2) high errors on a cognitively demanding task (mental arithmetic). Attentional disengagement was found to be mediated by the ambiguous communication style of low-power adults. In Study 2, the "teacher" was a confederate who systematically varied the facial and vocal ambiguity of her instructions. Children showed the lowest levels of orienting and the highest level of errors when the "teacher" was ambiguous in both face and voice. Results were interpreted as showing that adult ambiguity (naturally occurring or experimentally produced) leads to reductions in children's attentional engagement.

Predicting Internalizing Problems in Chinese Children: the Unique and Interactive Effects of Parenting and Child Temperament

PubMed Central

Muhtadie, Luma; Zhou, Qing; Eisenberg, Nancy; Wang, Yun

2012-01-01

The additive and interactive relations of parenting styles (authoritative and authoritarian parenting) and child temperament (anger/frustration, sadness, and effortful control) to children’s internalizing problems were examined in a 3.8-year longitudinal study of 425 Chinese children (6 – 9 years) from Beijing. At Wave 1, parents self-reported on their parenting styles, and parents and teachers rated child temperament. At Wave 2, parents, teachers, and children rated children’s internalizing problems. Structural equation modeling indicated that the main effect of authoritative parenting, and the interactions of authoritarian parenting × effortful control and authoritative parenting × anger/frustration (parents’ reports only) prospectively and uniquely predicted internalizing problems. The above results did not vary by child sex and remained significant after controlling for co-occurring externalizing problems. These findings suggest that: a) children with low effortful control may be particularly susceptible to the adverse effect of authoritarian parenting, and b) the benefit of authoritative parenting may be especially important for children with high anger/frustration. PMID:23880383

Teacher-Student Interactions: Four Case Studies of Gender in Physical Education

ERIC Educational Resources Information Center

Davis, Kathryn; Nicaise, Virginia

2011-01-01

The aim of this study was to better understand gender interactions between teachers and students in high school physical education. Gender interactions were explored in relation to the theory of reflective practice. Interview data were examined as four case studies using individual and cross-case inductive analysis. Two common themes emerged: (a)…

Lack of interaction between sensing-intuitive learning styles and problem-first versus information-first instruction: a randomized crossover trial.

PubMed

Cook, David A; Thompson, Warren G; Thomas, Kris G; Thomas, Matthew R

2009-03-01

Adaptation to learning styles has been proposed to enhance learning. We hypothesized that learners with sensing learning style would perform better using a problem-first instructional method while intuitive learners would do better using an information-first method. Randomized, controlled, crossover trial. Resident ambulatory clinics. 123 internal medicine residents. Four Web-based modules in ambulatory internal medicine were developed in both "didactic" (information first, followed by patient problem and questions) and "problem" (case and questions first, followed by information) format. Knowledge posttest, format preference, learning style (Index of Learning Styles). Knowledge scores were similar between the didactic (mean +/- standard error, 83.0 +/- 0.8) and problem (82.3 +/- 0.8) formats (p = .42; 95% confidence interval [CI] for difference, -2.3 to 0.9). There was no difference between formats in regression slopes of knowledge scores on sensing-intuitive scores (p = .63) or in analysis of knowledge scores by styles classification (sensing 82.5 +/- 1.0, intermediate 83.7 +/- 1.2, intuitive 81.0 +/- 1.5; p = .37 for main effect, p = .59 for interaction with format). Format preference was neutral (3.2 +/- 0.2 [1 strongly prefers didactic, 6 strongly prefers problem], p = .12), and there was no association between learning styles and preference (p = .44). Formats were similar in time to complete modules (43.7 +/- 2.2 vs 43.2 +/- 2.2 minutes, p = .72). Starting instruction with a problem (versus employing problems later on) may not improve learning outcomes. Sensing and intuitive learners perform similarly following problem-first and didactic-first instruction. Results may apply to other instructional media.

The additive and interactive effects of parenting style and temperament in obese youth seeking treatment

PubMed Central

Zeller, MH; Boles, RE; Reiter-Purtill, J

2009-01-01

Objective To examine maternal parenting behaviors, child temperament and their potential interactions in families of obese children and demographically similar families of nonoverweight children. Design A total of 77 obese youth (M body mass index (BMI) z-score values, zBMI = 2.4; ages 8–16, 59% female, 50% African American) and their parents were recruited from a pediatric weight management clinic and compared to 69 families of nonoverweight youth (M zBMI = − 0.03). Comparison youth were classmates of each obese participant matched on gender, race and age. Measurements Maternal report of child temperament, parenting style and anthropometric assessments were obtained. Results Compared to nonoverweight youth, mothers of obese youth described their child as having a more difficult temperament and their parenting style as lower in behavioral control. A logistic regression model indicated that difficult temperament, lower behavioral control and the interaction of low maternal warmth and difficult child temperament were associated with increased odds of a child being classified as obese. Conclusions Treatment-seeking obese youth and their parents are characterized by different parent and child factors when compared to nonoverweight comparison families. These findings direct investigators to test more complex models of the relation between parent and child characteristics and their mutual role in the weight-related behavior change process. PMID:18698318

Emotional Autonomy and Perceived Parenting Styles: Relational Analysis in the Hong Kong Cultural Context

ERIC Educational Resources Information Center

Chan, Kwok Wai; Chan, Siu Mui

2009-01-01

Three hundred and seven teacher education students of a Hong Kong university were administered two questionnaires, one measuring emotional autonomy (EAS) and the other measuring perceived parenting styles (PAQ) of their parents. It was found that the Hong Kong teacher education students tended to be autonomous and they characterized their parents…

Leaders of School Technology Innovation: A Confirmatory Factor Analysis of the Change Facilitator Style Questionnaire (CFSQ)

ERIC Educational Resources Information Center

Liu, Feng; Ritzhaupt, Albert; Cavanaugh, Cathy

2013-01-01

Purpose: This paper aims to describe a construct validation study of the Change Facilitator Style Questionnaire (CFSQ), an instrument designed to measure the leadership style of school principals as change facilitators. Design/methodology/approach: Participants included 614 K-12 teachers across the state of Florida involved in the Enhancing…

Interactive ESL In-Service Teacher Training via Distance Education.

ERIC Educational Resources Information Center

Power, Michael A.

The Hawaii State Department of Education offers university credit courses in English-as-a-Second-Language (ESL) techniques to all public school teachers, but the scarcity of trainers and the distance between schools and training sites constitute substantial obstacles. With the cooperation of the University of Hawaii's interactive television…

On teaching styles of water educators and the impact of didactic training

NASA Astrophysics Data System (ADS)

Pathirana, A.; Koster, J. H.; de Jong, E.; Uhlenbrook, S.

2012-10-01

Solving today's complex hydrological problems requires originality, creative thinking and trans-disciplinary approaches. Hydrological education that was traditionally teacher centred, where the students look up to the teacher for expertise and information, should change to better prepare hydrologists to develop new knowledge and apply it in new contexts. An important first step towards this goal is to change the concept of education in the educators' minds. The results of an investigation to find out whether didactic training influences the beliefs of hydrology educators about their teaching styles is presented. Faculty of UNESCO-IHE has been offered a didactic certification program named university teaching qualification (UTQ). The hypothesis that UTQ training will significantly alter the teaching style of faculty at UNESCO-IHE from expert/formal authority traits towards facilitator/delegator traits was tested. A first survey was conducted among the entire teaching staff (total 101, response rate 58%). The results indicated that there are significantly higher traits of facilitator and delegator teaching styles among UTQ graduates compared to faculty who were not significantly trained in didactics. The second survey which was conducted among UTQ graduates (total 20, response rate 70%), enquiring after their teaching styles before and after UTQ, corroborated these findings.

On teaching styles of water educators and the impact of didactic training

NASA Astrophysics Data System (ADS)

Pathirana, A.; Koster, J. H.; de Jong, E.; Uhlenbrook, S.

2012-03-01

Solving today's complex hydrological problems requires originality, creative thinking and trans-disciplinary approaches. Hydrological education that was traditionally teacher centred, where the students look up to the teacher for expertise and information, should change to better prepare hydrologists to develop new knowledge and apply it in new contexts. An important first step towards this goal is to change the concept of education in the educators' minds. The results of an investigation to find out whether didactic training influences the beliefs of hydrology educators about their teaching styles is presented. Faculty of UNESCO-IHE has been offered a didactic certification program named University Teaching Qualification (UTQ). The hypothesis that UTQ training will significantly alter the teaching style of faculty at UNESCO-IHE from expert/formal authority traits towards facilitator/delegator traits was tested. A first survey was conducted among the entire teaching staff (total 101, response rate 58%). The results indicated that there are significantly higher traits of facilitator and delegator teaching styles among UTQ graduates compared to faculty who were not significantly trained in didactics. The second survey which was conducted among UTQ graduates (total 20, response rate 70%), enquiring after their teaching styles before and after UTQ, corroborated these findings.

Making Teacher Incentives Work: Lessons from North Carolina's Teacher Bonus Program. Education Outlook. No. 5

ERIC Educational Resources Information Center

Ahn, Thomas; Vigdor, Jacob L.

2011-01-01

North Carolina has operated one of the country's largest pay-for-performance teacher-bonus programs since the late 1990s. New research shows that a North Carolina-style incentive-pay program has the potential to improve student learning by encouraging teachers to exert more effort on the job. The North Carolina model avoids three pitfalls…

Leadership styles across hierarchical levels in nursing departments.

PubMed

Stordeur, S; Vandenberghe, C; D'hoore, W

2000-01-01

Some researchers have reported on the cascading effect of transformational leadership across hierarchical levels. One study examined this effect in nursing, but it was limited to a single hospital. To examine the cascading effect of leadership styles across hierarchical levels in a sample of nursing departments and to investigate the effect of hierarchical level on the relationships between leadership styles and various work outcomes. Based on a sample of eight hospitals, the cascading effect was tested using correlation analysis. The main sources of variation among leadership scores were determined with analyses of variance (ANOVA), and the interaction effect of hierarchical level and leadership styles on criterion variables was tested with moderated regression analysis. No support was found for a cascading effect of leadership across hierarchical levels. Rather, the variation of leadership scores was explained primarily by the organizational context. Transformational leadership had a stronger impact on criterion variables than transactional leadership. Interaction effects between leadership styles and hierarchical level were observed only for perceived unit effectiveness. The hospital's structure and culture are major determinants of leadership styles.

Gender-related beliefs of Turkish female science teachers and their effect on interactions with female and male students

NASA Astrophysics Data System (ADS)

Uysal, Sibel

The purpose of this study is to examine the relationship between Turkish female science teachers' gender-related beliefs and those teachers' corresponding interaction with their male and female students. The data was collected from five different sources: Surveys, interviews, observations, chi square data from the observation phase, and interviews with selected teachers. The data was analyzed using the Ericson interpretive method of socio-cultural theories which provided a framework for understanding the development of teacher beliefs and their interactions with their students. In this study, the survey revealed three types of teachers ranging from traditional, moderate to modern. Moderate teachers exhibited characteristics that were on a continuum between the traditional and modern teachers. Traditional teachers believed that males and females should have certain defined roles. Females should be responsible for taking care of the needs of their children and their husbands. By comparison, modern teachers did not assign specific roles to either males or females. With regard to the role of women in science, traditional teachers believed that female scientists could not be as successful as male scientists. By comparison, modern teachers believed that female scientists could be as successful as male scientists. Modern teachers did indicate that they thought females needed to work harder than males to prove themselves. When it came to the teachers' views and beliefs regarding their female and male students' success in their science classrooms, traditional teachers believed that their male students were brighter than their female students. They also believed that female students excelled only because they worked harder. Modern teachers believed that success is dependent on each student's background and his or her interest in science. Classroom observation indicated that traditional and modern teachers interacted differently with their male and female students

Focusing on the Interactive Development of Secondary School Teachers' Knowledge of Mathematical Statements

ERIC Educational Resources Information Center

Levenson, Esther; Tsamir, Pessia; Tirosh, Dina; Dreyfus, Tommy; Barkai, Ruthi; Tabach, Michal

2012-01-01

This paper focuses on the first session of a professional development course revolving around the topic of mathematical statements and their appropriate proving methods. It analyzes the interactive development of the teachers' knowledge by focusing on the relation between the mathematical statements, the instructor, and the teachers. Different…

Epistemological Models of the Teacher-Students Interaction in Academic Learning

ERIC Educational Resources Information Center

Yavoruk, Oleg

2017-01-01

This study deals with the most popular forms of the classroom communication related to the scientific cognitive models. The teachers tend to use simple intuitive models to describe the teaching issues: "Bucket theory"; "Knowledge floodlight"; "Interaction"; "Rationalism"; "Criticism";…

The Relationship between Teacher Job Satisfaction and Principal Leadership Style.

ERIC Educational Resources Information Center

Heller, H. William; And Others

1993-01-01

A study employed Hersey and Blanchard's situational leadership concept to investigate the relationship between teacher job satisfaction and leadership behaviors of telling, selling, participating, and delegating. About 42 percent of the 339 teachers queried were dissatisfied. Teachers were least satisfied with teaching's financial aspects and most…

Are Learning Styles Relevant to Virtual Reality?

ERIC Educational Resources Information Center

Chen, Chwen Jen; Toh, Seong Chong; Ismail, Wan Mohd Fauzy Wan

2005-01-01

This study aims to investigate the effects of a virtual reality (VR)-based learning environment on learners with different learning styles. The findings of the aptitude-by-treatment interaction study have shown that learners benefit most from the VR (guided exploration) mode, irrespective of their learning styles. This shows that the VR-based…

Style Is the Teacher. A Report of the Teacher Characteristics Project, 1967-68.

ERIC Educational Resources Information Center

Augenstein, Mildred B.

The Teacher Characteristics Project, one of the five undertaken as part of the design of an individualized instructional system for Dade County Schools, was set up to study the role of the teacher in the new system. A survey of literature, research, and projected strategies pointed up these trends and generalizations: (1) a shift in emphasis from…

Inservice Training of Primary Teachers Through Interactive Video Technology: An Indian Experience

NASA Astrophysics Data System (ADS)

Maheshwari, A. N.; Raina, V. K.

1998-01-01

India has yet to achieve elementary education for all children. Among the centrally sponsored initiatives to improve education are Operation Blackboard, to provide sufficient teachers and buildings, Minimum Levels of Learning, which set achievement targets, and the Special Orientation Programme for Primary School Teachers (SOPT). This article focuses on the last of these and describes the new technology used to train teachers so that the losses in transmission inherent in the cascade model are avoided. Interactive Video Technology involving the Indira Gandhi Open University and the Indian Space Research Organisation was used experimentally in seven-day training courses for primary school teachers in 20 centres in Karnataka State, providing one-way video transmissions and telephone feedback to experts from the centres. The responses from teachers and their trainers indicate considerable potential for the exploitation of new technology where large numbers of teachers require training.

Changes in Self-Perceptions in Children With ADHD: A Longitudinal Study of Depressive Symptoms and Attributional Style

PubMed Central

McQuade, Julia D.; Hoza, Betsy; Waschbusch, Daniel A.; Murray-Close, Dianna; Owens, Julie S.

2012-01-01

This study examined positive self-perceptions in relation to depressive symptoms and attributional style in a sample of 88 boys with attention-deficit/hyperactivity disorder (ADHD) assessed at baseline and at a 2- to 3-year follow-up. Change in boys’ self-perceptions of competency in the scholastic, social, and behavioral domains was examined as a predictor of changes in depressive symptoms and depressive attributional style. Additionally, teacher-rated perceptions of competency at baseline and follow-up were considered as unique predictors. Results indicated that across all three domains, a reduction in children’s self-perceptions of competency over time predicted greater depressive symptoms at follow-up, even when controlling for teacher-rated competency. Analyses also suggested that a reduction in self-perceptions in the social domain was the strongest relative predictor of later depressive symptoms and also predicted greater depressive attributional style at follow-up. In contrast, teacher-rated competency was not a significant predictor of depressive symptoms or attributional style at follow-up. Results support a protective function of positive self-perceptions in regards to depressive cognitions over a 2- to 3-year period for children with ADHD. However, literature suggesting risks for other negative outcomes also is discussed. PMID:21496504

Relationships between child-rearing styles and child behavior over time.

PubMed

Chamberlin, R W

1978-02-01

We investigate the hypothesis that "authoritarian" styles of child rearing will lead to more home and school problems than will "accommodative" styles. One hundred thirty-five children have been followed up from age 2 into first grade. Follow-up observations show no significant differences between groups on any of the scores indicating malfunctioning for boys or girls at home or school. However, the home behavior of boys being raised with accommodative styles was described in more positive terms by their mothers than those raised with authoritarian styles. The accommodatively raisded girls were described in more positive terms by their first grade teachers. We found no evidence in this study that the permissive style is producing large numbers of "spoiled brats" nor that the authoritarian styles are producing large numbers of overly aggressive or inhibited children. The way parents handle authority relationships is not sufficientyl predictive of later problems to warrant any widespread attempts by physicians to change them. The physician should respect individual differences in child-rearing syle and only intervene where there is substantial evidence that a particular approach is having a harmful effect.

Using a Standardized Task to Assess the Quality of Teacher-Child Dyadic Interactions in Preschool

ERIC Educational Resources Information Center

Whittaker, Jessica E. V.; Williford, Amanda P.; Carter, Lauren M.; Vitiello, Virginia E.; Hatfield, Bridget E.

2018-01-01

Research Findings: This study explored the quality of teacher-child interactions within the context of a newly developed standardized task, Teacher-Child Structured Play Task (TC-SPT). A sample of 146 teachers and 345 children participated. Children who displayed the highest disruptive behaviors within each classroom were selected to participate.…

The impact of teachers' approaches to teaching and students' learning styles on students' approaches to learning in college online biology courses

NASA Astrophysics Data System (ADS)

Hong, Yuh-Fong