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An Exploratory Study of the Relationships Among the Cognitive Styles of Teachers, Students and Their Reading Materials in Second and Fourth Grade Classrooms
Title
An Exploratory Study of the Relationships Among the Cognitive Styles of Teachers, Students and Their Reading Materials in Second and Fourth Grade Classrooms.
Creator
Kuchinskas, Gloria A., Logsdon, James D., Florida Atlantic University
Abstract/Description
In this study, the relationships among cognitive styles of teachers, students and reading rnaterials were studied. Children in second and fourth grade classr:ooms were matched with their teachers on elements on their cognitive style maps. A construct of cognitive style developed by Dr. Joseph Hill of Oakland Community College was used. This construct examines the subject in four areas: 1) the subject's use of theoretical symbols, such as, words and numbers, 2) his reactions to qualitative...
Show moreIn this study, the relationships among cognitive styles of teachers, students and reading rnaterials were studied. Children in second and fourth grade classr:ooms were matched with their teachers on elements on their cognitive style maps. A construct of cognitive style developed by Dr. Joseph Hill of Oakland Community College was used. This construct examines the subject in four areas: 1) the subject's use of theoretical symbols, such as, words and numbers, 2) his reactions to qualitative codes, such as, sensory or kinesic information, 3) the cultural deterrninants of his actions and 4) the modes of reasoning he prefers. This study indicated that it was possible to map young children and their teachers and arrive at a comparison of teachers' and students' maps. Interaction did occur in the classroom based on the similarities and differences between students and teachers. Achievement in reading was affected by this interaction.
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Date Issued
1974
PURL
http://purl.flvc.org/fau/fd/FA00000674
Subject Headings
Cognitive styles, Cognition in children, Reading comprehension
Format
Document (PDF)
examination of the Kolb LSI and GEFT and their relationship to academic achievement in Web-based and face-to-face nursing courses
Title
An examination of the Kolb LSI and GEFT and their relationship to academic achievement in Web-based and face-to-face nursing courses.
Creator
Musgrove, Ann Terrill., Florida Atlantic University, Bryan, Valerie
Abstract/Description
Technological advances in computer systems have made the computer a valuable educational tool to both instructors and students. Web-based learning (WBL) is a relatively new instructional delivery mode which is rapidly becoming a staple at all levels of education. Critical shortage areas such as nursing should be able to use properly supported web-based education successfully to help address this shortage. Instructors need to create this support by presenting learning materials in a variety of...
Show moreTechnological advances in computer systems have made the computer a valuable educational tool to both instructors and students. Web-based learning (WBL) is a relatively new instructional delivery mode which is rapidly becoming a staple at all levels of education. Critical shortage areas such as nursing should be able to use properly supported web-based education successfully to help address this shortage. Instructors need to create this support by presenting learning materials in a variety of ways to allow learners choices that can match their Cognitive Styles (CS). This study was designed to determine the relationship between students' CS as measured by the Kolb Learning Style Inventory (LSI) and the Witkin Group Embedded Figures Test (GEFT) and academic achievement in web-based and face-to-face nursing courses. Knowledge about different CS could assist students, administrators, and instructors to determine the best instructional delivery mode. Properly applied knowledge of individual learning styles could lead to greater academic achievement. This study is divided into two parts and took place in the years 2000--2002. In study one, the Kolb LSI was administered to 153 non-randomly selected nursing students in either web-based or face-to-face classes. Academic achievement was measured as a percentage of total points. No significant difference was found when comparing academic achievement and instructional delivery modes. An Analysis of Variance (ANOVA) showed a significant difference between Kolb learning styles (p < .05). Convergers had higher final mean scores in both face-to-face and web-based classes than either Assimilators or Accommodators. In study two, the Group Embedded Figures Test (GEFT) was administered to 108 non-randomly selected nursing students enrolled in either web-based or face-to-face classes. No significant difference was found between GEFT scores and academic achievement or between GEFT scores and instructional delivery mode. The field of CS research would benefit from a continued effort towards examination, organization and consensus of the large numbers of labels and types. Future research should examine other populations. Longitudinal studies should be undertaken to determine the stability of CS. Other education focused CS instruments should be used to examine the relationship to learner achievement.
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Date Issued
2002
PURL
http://purl.flvc.org/fcla/dt/11996
Subject Headings
Cognitive styles, Academic achievement, Nursing--Computer-assisted instruction
Format
Document (PDF)
FIELD DEPENDENCE/INDEPENDENCE AS A PREDICTOR OF INFERENCING AND PROBLEM SOLVING ABILITIES IN COMMUNITY COLLEGE STUDENTS (READING, COGNITIVE STYLE)
Title
FIELD DEPENDENCE/INDEPENDENCE AS A PREDICTOR OF INFERENCING AND PROBLEM SOLVING ABILITIES IN COMMUNITY COLLEGE STUDENTS (READING, COGNITIVE STYLE).
Creator
CAGLEY, CONSTANCE ELAINE, Florida Atlantic University, Childrey, John
Abstract/Description
Community college students are frequently characterized as students who were previously under-represented in higher education. That characterization implies an approach to education that molds curriculum to the needs of these students. The problem addressed in this study was the lack of fit between traditional standardized testing to determine abilities in specific areas of reading comprehension and the nontraditional community college student population to whom the testing is directed. The...
Show moreCommunity college students are frequently characterized as students who were previously under-represented in higher education. That characterization implies an approach to education that molds curriculum to the needs of these students. The problem addressed in this study was the lack of fit between traditional standardized testing to determine abilities in specific areas of reading comprehension and the nontraditional community college student population to whom the testing is directed. The purpose of this study was to determine if a measure of the cognitive style dimension of field dependence/independence could predict community college students' ability to: (1) make inferences in reading; and (2) solve problems. The sample consisted of 132 students from two campuses of Broward Community College in South Florida. The Group Embedded Figures Test (GEFT) was used to determine student cognitive style. Inferencing ability was determined using the Nelson-Denny Reading Test. Problem solving ability was assessed through the Problem Solving subtest of the McGraw-Hill Basic Study System Study Skills Test. Pearson Product Moment Correlations were obtained using GEFT score and corresponding problem solving and inferencing scores. The predictive equations, which were cross validated, indicated that the GEFT was a minimal predictor of both problem solving and inferencing abilities. However, further analysis was performed using Analyses of Variance after dividing the sample into high and low scoring students (field independents and field dependents, respectively). Results of the ANOVAs indicated significance (p .05) regarding inferencing ability among these same students. Demographic information revealed other findings: (1) Non-Caucasians were more highly represented in the field dependent category; (2) Males were more highly represented in the field independent category, whereas females dominated the field dependent category; and (3) females tended to be older than males, with the largest age disparity existing between female and male Caucasian students. The study gives evidence that the GEFT is an effective predictor of problem solving ability among community college students identified as highly field dependent or field independent. Implications and recommendations for instruction, counseling and curriculum design are presented.
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Date Issued
1983
PURL
http://purl.flvc.org/fcla/dt/11840
Subject Headings
Cognitive styles, Field dependence (Psychology), Reading--Ability testing, Problem solving--Ability testing
Format
Document (PDF)
Children's adaptave strategies in a tool use task
Title
Children's adaptave strategies in a tool use task.
Creator
Weinstein, Allison., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
Problem solving and strategy adaptation was assessed in 47 children ranging from 36 to 67 months. This was evaluated through problem sets in which participants were given tools that failed to reach given goal states, and then instructed to select appropriate tools in order to reach desired results. Analyses revealed that when participants were given a choice of tools to solve a given problem, they were more likely to select a correct tool when options were similar in function and appearance....
Show moreProblem solving and strategy adaptation was assessed in 47 children ranging from 36 to 67 months. This was evaluated through problem sets in which participants were given tools that failed to reach given goal states, and then instructed to select appropriate tools in order to reach desired results. Analyses revealed that when participants were given a choice of tools to solve a given problem, they were more likely to select a correct tool when options were similar in function and appearance. Additionally, participants were more likely to verbalize the need for a new tool when there was a lack of novel tool choices. However, the presence of a novel tool choice was linked to longer problem solving time. Findings are congruent with literature that suggests children possess the ability to select tools based on functional, not superficial, qualities, and can be easily distracted by the presence of novel stimuli.
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Date Issued
2012
PURL
http://purl.flvc.org/FAU/3356896
Subject Headings
Learning, Psychology of, Educational tests and measurements, Cognition in children, Cognitive styles in children, Human information processing in children, Individual differences in children
Format
Document (PDF)
Teacher perceptions of response to intervention for English learners
Title
Teacher perceptions of response to intervention for English learners.
Creator
McCahill, Tiffany Patella, Burnaford, Gail, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description
The current qualitative study focuses on how teachers perceive the Response to Intervention (RtI) framework for English learners, specifically assessments and the instructional decision-making process. RtI serves as a framework to help “close the gap” and create a more equitable environment for struggling English learners (Florida Department of Education, 2008). The current study explored elementary school general education teachers’ perceptions and understanding of the RtI process for...
Show moreThe current qualitative study focuses on how teachers perceive the Response to Intervention (RtI) framework for English learners, specifically assessments and the instructional decision-making process. RtI serves as a framework to help “close the gap” and create a more equitable environment for struggling English learners (Florida Department of Education, 2008). The current study explored elementary school general education teachers’ perceptions and understanding of the RtI process for English learners. Eight elementary general education teachers participated in two interview sessions each to address what general education teachers know about the RtI process for English learners, how teachers report their interpretation of policies and procedures with respect to instruction and assessment of English learners, how teachers feel about their understanding of RtI, and how teachers feel about their understanding of instruction and assessment for English learners. Teacher participants shared their knowledge of the importance of progress monitoring and data collection during the RtI process. Participants reported that progress monitoring and data collection were used to inform instructional decisions for English learners. Participants also provided insight into a shift in teacher accountability related to data collection and progress monitoring. Teacher participants addressed elements of the RtI process: three tiers of RtI, evidence-based interventions, data and data collection, and progress monitoring. Based on teacher responses, teachers monitor student progress, but find some elements of progress monitoring unclear. Participants expressed concern about measuring student progress and the means used to demonstrate growth and to compare struggling students to the performance of peers in the same grade level. The RtI framework includes targeted interventions for struggling students, and participants perceive that RtI helps to identify students with disabilities earlier. Participants reported benefits and drawbacks related to RtI. The participants specifically focused on the collaborative problem solving team as a beneficial support system for teachers navigating the RtI process. Teachers reported perceptions on language acquisition and learning disabilities, adjustment time for English learners, assessments for English learners, parental involvement and experiences, instruction for English learners, and professional development and support for the instruction of English learners.
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Date Issued
2014
PURL
http://purl.flvc.org/fau/fd/FA00004215, http://purl.flvc.org/fau/fd/FA00004215
Subject Headings
Cognitive styles in children, Education, Bilingual, English language -- Study and teaching -- Foreign speakers, English language -- Study and teaching as a second language, Individual differences, Language teachers, Training of, Response to intervention (Learning disabled children), Second language acquisition
Format
Document (PDF)
Effects of teaching mathematics to learning style perceptual preference on academic achievement of seventh-grade middle school students
Title
Effects of teaching mathematics to learning style perceptual preference on academic achievement of seventh-grade middle school students.
Creator
Colarulli, Rosemary, Florida Atlantic University, Kerensky, Vasil M.
Abstract/Description
Teaching methods that are effective with some students, fail with other students, because students perceive and process information differently. The personal preference by which one perceives and processes new material is called one's learning style. Using the Dunn and Dunn Learning Style Inventory assessment instrument, the learning style perceptual preference of 262 seventh grade students from a large, urban, middle school in southeast Florida were identified. This research investigated the...
Show moreTeaching methods that are effective with some students, fail with other students, because students perceive and process information differently. The personal preference by which one perceives and processes new material is called one's learning style. Using the Dunn and Dunn Learning Style Inventory assessment instrument, the learning style perceptual preference of 262 seventh grade students from a large, urban, middle school in southeast Florida were identified. This research investigated the effects of teaching mathematics to the preferred perceptual preference of these students in terms of academic achievement. Four teachers were trained in the Dunn and Dunn learning style teaching model to acquaint them with the experimental treatment used in this study. A pretest-posttest design was used to observe the mean gain in achievement scores on a 25-element assessment between students taught using a traditional teaching format and those taught in the learning style treatment approach. All students in the experimental group were first introduced to new mathematics material with a global story and taught in their primary learning style perceptual preference: (a) auditory, (b) tactile, (c) kinesthetic, or (d) visual. The material was reinforced through their secondary preference and a creative, student-constructed project was shared with the classmates. Several two-way factorial analyses of variance were used to study the treatment effect on the dependent variable. Neither the main effect for treatment nor the interactions between treatment and demographic variables (race, gender, learning styles) were significant at the.05 level. Within the context of this study, teaching through a student's perceptual learning style preference does not appear to be significantly more effective than teaching in a traditional manner.
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Date Issued
1998
PURL
http://purl.flvc.org/fcla/dt/12552
Subject Headings
Learning, Psychology of
Format
Document (PDF)