Search results for: Individual differences
Page 1/1 10 items
Education assumes the existence of diversity. Management of diversity in education reflects the dilemma between one need and another, when both are necessary. The tension between the inherent tendency of organization to reduce diversity and the educational aspiration to actualize individual potential is considered here to be the heart of the educational challenge, and the analysis and discussion of its implications for the management of education is the main intention of this discussion.
Updated: May. 28, 2017
Promoting Awareness of Learner Diversity in Prospective Teachers: Signaling Individual and Group Differences within Virtual Classroom Cases
The authors explored two methods to promote prospective teachers' awareness of learner diversity and application of teaching principles using a problem-based learning environment. In Experiment 1, the authors examined the effects of presenting a conceptual framework about learners' individual and group differences either before or after instruction on teaching principles. In Experiment 2, the authors examined the effects of signaling issues of diversity within a set of worked-out classroom cases that were presented in either text or animated format.
Updated: Jun. 13, 2011
The purpose of this study is to examine initial concerns of faculty involved in a one-to-one laptop program in an elementary teacher credential program. This study took place at a large state public university in Southern California. Eight instructional faculty and three field supervision faculty participated in this study. Results indicate that, as a group, faculty participants had high-level awareness, management, and impact concerns, yet highest concerns for individual faculty varied. Data pointed to three major implications regarding technology-rich teacher education and faculty issues to be addressed for program success.
Updated: Jan. 02, 2011
Class Attendance in College: A Meta-Analytic Review of the Relationship of Class Attendance With Grades and Student Characteristics
A meta-analysis of the relationship between class attendance in college and college grades reveals that attendance has strong relationships with both class grades and GPA. These relationships make class attendance a better predictor of college grades than any other known predictor of academic performance. Implications for theoretical frameworks of student academic performance and educational policy are discussed.
Updated: Nov. 10, 2010
This self-study explored the role of emotions in teacher education classrooms, with particular attention to the connections between faculty, student, and institutional cultures. The authors come from diverse backgrounds of race, ethnicity, religion and sexual orientation, while their students are largely White, female, Christian and heterosexual. Findings illuminate the struggles experienced by faculty when cultural differences impede their relationships with their students and their institution. Colleges of education must recognize these challenges and address institutional and cultural barriers.
Updated: Jun. 22, 2010
Developing Effective Teacher Beliefs about Learners: The Role of Sensitizing Teachers to Individual Learning Differences
The present study concerns the development of teachers’ beliefs about students as a result of a professional development (PD) course. The PD course sensitized 234 teachers to individual learning differences (ILDs), based on style strategy. Five learning/cognitive styles tools were used. After the PD, teachers’ interventionist beliefs significantly increased, regardless of their ILD preferences. Neither the length of the PD nor the amount of teaching experience affected the teachers’ interventionist beliefs about students. The authors conclude that developing more effective teacher beliefs about learners should become a component of teacher professional development.
Updated: May. 30, 2010
Development of A User-Friendly Instrument for Identifying the Learning Strategy Preferences of Adults
Learning strategies offer a means of addressing individual differences. A programmatic line of inquiry at two universities in the United States has led to an extensive body of research related to learning strategies and to the development of two instruments. This study reports on the development of one of these instruments that can be used to quickly identify learning strategy preferences.
Updated: Dec. 09, 2009
Teacher Perceptions and Individual Differences: How They Influence Rural Teachers’ Motivating Strategies
This study examined the influence of high school teachers’ perceptions and individual difference characteristics on teachers’ use of motivating strategies in their classrooms. Participants were 75 teachers in 19 rural, public high schools. Peer-related environment stood out among teacher perceptions predicting student motivation. Teacher support and efficacy predicted motivating strategies, but teacher perceptions of student goals and causes of lack of motivation did not. Teachers admit that they lack knowledge and efficacy for motivating students.
Updated: Jan. 19, 2009
Student motivation typically has been studied as it relates to extrinsic (e.g., reinforcement) or intrinsic (e.g., personal choice) sources of influence, with scant attention to sociocultural context. This article builds on a previous article in this special issue which suggested that students differentiate the social (school, teacher, classmates) from the academic (math, reading) domains of school. This article explores individual differences in students’ global understandings of, and dispositions toward, school.
Updated: Dec. 22, 2008
Accommodating Individual Differences in the Design of Online Learning Environments: A Comparative Study
The purpose of this paper is to report the results of a comparative and descriptive study that examined the relationship and effects of incorporating students’ learning styles in the design of instruction and the outcome of students’ learning, including their attitude and satisfaction. The paper will first explain how the literature on learning styles was used to develop a list of assumptions about learning styles, and further how these assumptions were used to identify a learning style model.
Updated: Mar. 09, 2008