How Elementary School Teachers Use Learning Style Strategies during Instruction

Autor/in	Williams, Marjorie Dee
Titel	How Elementary School Teachers Use Learning Style Strategies during Instruction
Quelle	(2023), (367 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Grand Canyon University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-3666-7
Schlagwörter	Hochschulschrift; Dissertation; Elementary School Teachers; Cognitive Style; Experiential Learning; Teaching Methods; Grade 3; Grade 4; Grade 5; Teacher Attitudes; Learning Strategies; Preferences + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Cognitive styles; Kognitiver Stil; Experiental learning; Erfahrungsorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Lehrerverhalten; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	The purpose of this qualitative descriptive study was to explore how third through fifth-grade elementary school teachers within the southeastern United States describe using specific learning style strategies and students' classroom preferences during instruction. Grasha's Teaching Style Theory, Kolb's Learning Styles and Experiential Learning Cycle Theory, and Dunn and Dunn's Learning Style Theory served as the theoretical framework. This study used a qualitative methodology and a descriptive design, with six-step thematic analysis coding strategies, to explore questionnaire and interview responses. Researcher questions included: How do third through fifth-grade elementary school teachers describe using specific learning style strategies during instruction? How do third through fifth-grade elementary school teachers describe using students' classroom preferences during instruction? The data were collected through researcher-developed questionnaires and one-on-one semi-structured interviews. The data were analyzed utilizing thematic analysis and codes created, linked, grouped, and analyzed to identify relationships and patterns. Forty-nine teachers responded to the questionnaire and 12 teachers participated in the interviews. Six themes were derived from the data explored and the study documented how teachers described instructional practices. This study was designed to contribute to understanding instructional practices and strategies used by elementary school teachers. The findings concluded that third through fifth-grade elementary school teachers described using learning style strategies and students' preferred classroom preferences during instruction. The researcher presents the implications and directions for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01