In this study, it was aimed to develop a valid and reliable scale to determine the teaching styles of teachers. The final scale composed of 44 items were applied to the 605 teachers with various branches. Participants are teachers who are working in private and public schools in the province of Hatay. This study is one of the types of quantitative…

Despite the proven benefits of multimodal teaching and learning (i.e., through visual, sound, movement, print-based text, and technology) for students, little is known about how teachers of English language learners (ELLs) integrate multimodality into their existing curriculums. In this study, the authors examined how two teachers who had limited…

Research shows that student motivation and performance improves when instruction is adapted to student learning preferences and styles. Educators have a responsibility to understand the diversity of their students and to present information in a variety of ways in order to accommodate all learners' preferences. Several learning styles theories…

Debate over the link between student learning styles and effective teaching has a long tradition, made more interesting by Karns's recent article "Learning Style Differences in the Perceived Effectiveness of Learning Activities." Fundamentally he asserts, in critiquing Morrison et al. (2003), that marketing educators should not adopt "a high…

Cognitive mapping is a way to determine cognitive style. Based on the "Hill Educational Sciences Model," cognitive mapping is generally applicable in education at any level and in any area, but it has particular applications in communications courses. The simplest method of applying the cognitive style mapping procedure is to have…

This article explains to teachers how they can identify their personal modality strength (auditory, visual, or kinesthetic) and how this orientation affects their classroom style. Techniques are also suggested for providing reading help to auditory, visual, and kinesthetic learners. (SJL)

The learning-style preferences of 95 public school teachers were assessed through the Barbe and Swassing Checklist of Observable Modality Strength Characteristics. For their own learning and teaching, teachers preferred the visual modality and least preferred the kinesthetic, suggesting that children may be aided or handicapped by teacher's…

This monograph reviews several approaches for describing learning styles and the instructional implications of an emphasis on learning styles for teachers. Several reasons for the importance of understanding individual learning styles are provided; such understanding leads to: (1) reduction of teacher and student frustration; (2) higher student…

Case study observations and analyses of learning styles in U.S. secondary schools comprise the crux of this monograph. The text provides testimony to the accomplishments of schools actually integrating differentiated learning styles into their diverse educational programs and concomitant coursework. With the notion that learning style provides…

A major problem in using traditional assessment procedures lies in the use of theoretical and statistical assumptions for interpreting and measuring attention, memory, and verbal abilities, and attempting to relate these constructs to academic subjects. With respect to evaluating temperaments and learning styles, the present methods of…

This speech presents a case for "joining hands" as the educational theme of the 1980s. In "joining hands" with their students, schools need to abandon assembly-line models of instruction in order to adopt learning and teaching styles that nurture students' inner potential and provide for individual differences of both teachers…

Presents a personal perspective of a young teacher from a rural background and his experiences teaching music in an all-boys high school in New York City's South Bronx. Includes brief recommendations for creative and innovative ideas to motivate students and keep them focused. (MJP)

Presents an interesting example of Russian pedagogical thought. Personality-oriented instruction generally refers to cognitive style. Attempts a broad classification of objectives and procedures for this type of instruction. Includes many references and terminology from Russian pedagogy (for example, psychodidactics, social-pedagogical model,…

At Northern Maine Technical College (NMTC), the mean age of students increased from 19.7 years in 1978 to 28.6 in 1991. In an effort to evaluate NMTC's nursing programs as perceived by traditional students (under 22 years of age) and nontraditional students (22 years of age or older), questionnaires were administered to 59 practical nursing…

This publication presents reasons why attention to culture and learning is important in schools. It examines the relationship between culture and learning, and discusses how conflicts between the culture of the home and that of the typical classroom hinder the educational process for many children. It reviews examples of culturally sensitive…