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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

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Date Issued:
1974
Summary:
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 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.
Title: An Exploratory Study of the Relationships Among the Cognitive Styles of Teachers, Students and Their Reading Materials in Second and Fourth Grade Classrooms.
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Name(s): Kuchinskas, Gloria A.
Logsdon, James D., Thesis advisor
Florida Atlantic University, Degree grantor
Type of Resource: text
Genre: Electronic Thesis Or Dissertation
Date Created: 1974
Date Issued: 1974
Publisher: Florida Atlantic University
Place of Publication: Boca Raton, Fla.
Physical Form: application/pdf
Extent: 113 p.
Language(s): English
Summary: 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 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.
Identifier: FA00000674 (IID)
Collection: FAU Electronic Theses and Dissertations Collection
Note(s): Includes bibliography.
Dissertation (Ph.D.)--Florida Atlantic University, 1974.
College of Education
Subject(s): Cognitive styles
Cognition in children
Reading comprehension
Held by: Florida Atlantic University
Persistent Link to This Record: http://purl.flvc.org/fau/fd/FA00000674
Sublocation: Digital Library
Use and Reproduction: Copyright © is held by the author with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
Use and Reproduction: http://rightsstatements.org/vocab/InC/1.0/
Host Institution: FAU
Is Part of Series: Florida Atlantic University Digital Library Collections.