Hemisphericity Modes, Learning Styles, and Environmental Preferences of Students in an "Introduction to Special Education" Course.

Autor/inn/en	Ramasamy, Rangasamy; van der Jagt, Johan W.; Jacobs, Roy L.; Ghose, Chhanda; Lindsey, Jimmy D.
Titel	Hemisphericity Modes, Learning Styles, and Environmental Preferences of Students in an "Introduction to Special Education" Course.
Quelle	(1999), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Brain Hemisphere Functions; Classroom Environment; Cognitive Style; Elementary Secondary Education; Geographic Location; Higher Education; Preservice Teacher Education; Racial Differences; Sex Differences; Special Education; Student Behavior; Student Teachers + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Cognitive styles; Kognitiver Stil; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Rassenunterschied; Sex difference; Geschlechtsunterschied; Special needs education; Sonderpädagogik; Sonderschulwesen; Student behaviour; Schülerverhalten; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin
Abstract	This study was designed to determine whether a sample of preservice teachers had different brain hemisphere processing modes, learning styles, environmental preferences, and course-related behaviors. The study population was 90 students enrolled in an undergraduate introductory special education course. Forty-four of the students were selected to participate using a systematic random sampling procedure. Between- and within-subject designs were used to conduct the study. Dependent variables included findings from the subjects' Hemispheric Mode Indicator, Learning Style Inventory, and Productivity Environmental Preference Survey, and selected responses on a four-part questionnaire. Data analysis indicated that participants had different hemisphericity modes and preferred left and right processing. Their hemisphericity was associated with their predominant geographic area (urbanites preferred right mode processing, while suburbanites preferred left). Participants also had different learning styles and tended to be assimilators, accommodators, and convergers, but their learning styles were not associated with gender, race, predominant geographic area, laterality, or major. Participants had different environmental preferences (e.g., noise level) which were affected by gender, race, and laterality. Participants indicated that they had selected course-related behaviors or perceptions for listening, notetaking, time management, reading in the content, and studying. (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01