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Psychological types, learning styles...

Fouts, Barbara McNeel.

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Psychological types, learning styles, and types of intelligences of successful alternative and traditional high school students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Psychological types, learning styles, and types of intelligences of successful alternative and traditional high school students./
作者:	Fouts, Barbara McNeel.
面頁冊數:	149 p.
附註:	Source: Dissertation Abstracts International, Volume: 61-05, Section: A, page: 1741.
Contained By:	Dissertation Abstracts International61-05A.
標題:	Education, Educational Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9975252
ISBN:	0599808136

Psychological types, learning styles, and types of intelligences of successful alternative and traditional high school students.
Fouts, Barbara McNeel.

Psychological types, learning styles, and types of intelligences of successful alternative and traditional high school students. - 149 p.

Source: Dissertation Abstracts International, Volume: 61-05, Section: A, page: 1741.

Thesis (Ed.D.)--United States International University, 2000.

The problem. Nearly 11% of students drop out before completing high school creating severe economic and social impact. Dropout studies generally identified behavior, situations, and events rather than learning traits. Reasons given by students leaving school before completion are "failure in school" and "failure to keep up with studies."

ISBN: 0599808136Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Psychological types, learning styles, and types of intelligences of successful alternative and traditional high school students.
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245 1 0 $a Psychological types, learning styles, and types of intelligences of successful alternative and traditional high school students.
300 $a 149 p.
500 $a Source: Dissertation Abstracts International, Volume: 61-05, Section: A, page: 1741.
500 $a Chair: William Hampton.
502 $a Thesis (Ed.D.)--United States International University, 2000.
520 $a The problem. Nearly 11% of students drop out before completing high school creating severe economic and social impact. Dropout studies generally identified behavior, situations, and events rather than learning traits. Reasons given by students leaving school before completion are "failure in school" and "failure to keep up with studies."
520 $a Studies indicate characteristics of the learning environment must match individuals' learning traits to maximize learning. Many students in danger of dropping out of traditional programs enroll in alternative programs and succeed in achieving their diploma. This suggests learning characteristics of successful students in the two education environments may differ.
520 $a Method. This descriptive study included 234 9th through 12th grade students who achieved a "C" or better average over the preceding two semesters in five alternative and three traditional high schools in Southern California districts. Subjects were administered the Myers-Briggs Type Indicator, Learning Style Inventory, and Teele Inventory of Multiple Intelligences in a group setting at their school site.
520 $a Results. All hypotheses predicted differences between alternative and traditional students. The differences were significant for Hypothesis 2 through 4, which identified learning styles, types of intelligences, and the combination of all three learning traits. Hypothesis 1, predicting differences of psychological type, found substantive but not statistically significant differences.
520 $a Results support the premise of significant differences in learning characteristics between students in alternative and traditional high school programs. Combinations of characteristics for the two groups were different. Specific dominant intelligences; were reported by the alternative group; combinations of dominant intelligences were reported by the traditional group. Significant different learning style preferences were temperature, time of day, motivation by parent/teacher, mobility, intake, perceptual preferences, and routine. Psychological types were substantively different, ESTP types in alternative group, and ESFP types in traditional group.
520 $a Identification of these three learning characteristics for all students and provision for enrollment in programs meeting individuals' learning characteristics needs may provide more opportunities for achievement and decrease dropout rates.
590 $a School code: 0239.
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650 4 $a Education, Guidance and Counseling. $3 1017740
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792 $a 2000
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