東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Alignment of teaching styles with st...

Tyndall, Danny Marcellus.

FindBook

Google Book

Amazon

博客來

Alignment of teaching styles with students' learning styles: An action research study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Alignment of teaching styles with students' learning styles: An action research study./
作者:	Tyndall, Danny Marcellus.
面頁冊數:	123 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.
Contained By:	Dissertation Abstracts International76-12A(E).
標題:	Community college education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3718024
ISBN:	9781321976908

Alignment of teaching styles with students' learning styles: An action research study.
Tyndall, Danny Marcellus.

Alignment of teaching styles with students' learning styles: An action research study. - 123 p.

Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.

Thesis (D.Ed.)--Capella University, 2015.

The current action research study included a sample of 27 students who registered for a sociology course at a community college. The purpose of the study was to determine the effects of adapting instructional methodology when aligned to students' common learning styles on student performance in a sociology course. The community college associated with the current study has been having limited student success for the past 15 years. Many students take remedial classes and graduate after spending numerous years in the institution. The Felder-Silverman Learning Styles model was used as the theoretical framework for the current study. The Felder-Silverman model supports the position that students have different learning styles and teachers have varying teaching styles, but the alignment of teaching and learning styles is capable of improving student success in school. Participants completed the Index of Learning Styles (ILS) questionnaire to capture information on their learning styles. Appropriate teaching styles were adapted to participants' common learning styles in the second half of the class. The comparison of participants' midterm and final examination grades revealed that participants earned higher grades on the final examination because of the intervention in the second half of the course.

ISBN: 9781321976908Subjects--Topical Terms:

2122836
Community college education.

Alignment of teaching styles with students' learning styles: An action research study.
LDR:02221nmm a2200289 4500 001 2071557
005 20160707145655.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781321976908
035 $a (MiAaPQ)AAI3718024
035 $a AAI3718024
040 $a MiAaPQ $c MiAaPQ
100 1 $a Tyndall, Danny Marcellus. $3 3186705
245 1 0 $a Alignment of teaching styles with students' learning styles: An action research study.
300 $a 123 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.
500 $a Adviser: Sharon Michael-Chadwell.
502 $a Thesis (D.Ed.)--Capella University, 2015.
520 $a The current action research study included a sample of 27 students who registered for a sociology course at a community college. The purpose of the study was to determine the effects of adapting instructional methodology when aligned to students' common learning styles on student performance in a sociology course. The community college associated with the current study has been having limited student success for the past 15 years. Many students take remedial classes and graduate after spending numerous years in the institution. The Felder-Silverman Learning Styles model was used as the theoretical framework for the current study. The Felder-Silverman model supports the position that students have different learning styles and teachers have varying teaching styles, but the alignment of teaching and learning styles is capable of improving student success in school. Participants completed the Index of Learning Styles (ILS) questionnaire to capture information on their learning styles. Appropriate teaching styles were adapted to participants' common learning styles in the second half of the class. The comparison of participants' midterm and final examination grades revealed that participants earned higher grades on the final examination because of the intervention in the second half of the course.
590 $a School code: 1351.
650 4 $a Community college education. $3 2122836
650 4 $a Higher education. $3 641065
650 4 $a Education. $3 516579
690 $a 0275
690 $a 0745
690 $a 0515
710 2 $a Capella University. $b School of Education. $3 1018430
773 0 $t Dissertation Abstracts International $g 76-12A(E).
790 $a 1351
791 $a D.Ed.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3718024