Search results for: Patterson Ashley Seaton
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This study examined the relationship between learning style, level of resistance to change, and teacher retention in schools implementing an intensive schoolwide technology and media integration model. The participants were 237 elementary and middle school teachers from 11 low-income schools in North Carolina. Researchers found that teachers with sensing-thinking and sensing-feeling learning style preferences had higher levels of resistance to change. Teachers with the ST learning style were also three times more likely to leave their schools, compared to teachers with other learning style preferences.
Updated: Jun. 13, 2010
This mixed method study examined how elementary school teachers define and use rewards in their classrooms and how various motivational constructs such as goal orientation, self-efficacy, and autonomy relate to teachers' use of rewards. Results revealed that all teachers in the sample use some form of rewards in their classrooms and the majority use some form of tangible rewards.
Updated: Dec. 09, 2009