In this research, the teaching styles of one biology teacher in each of three high schools in Rwanda are investigated. The purpose of the research is to find out how the adopted biology teaching styles impact on the teacher-student interaction and on the student‟s learning of biology in Kigali City in Rwanda. This research is descriptive and it is conducted in the qualitative research paradigm. The research approach used is a case study in three state and subsidised high schools. The research methods included interviews with six students and three teachers, classroom observations of three biology lessons per teacher and field-notes. The Rwandan education system has introduced a new approach to teaching i.e. the learner-centred pedagogy through an associative teaching style. In high schools, this new approach was first implemented in the school year 2011 but this implementation has been constrained by the scarcity of resources. Furthermore, some biology teachers, at the start of 2011, were not yet informed by educational authorities about the implementation of the learner-centred pedagogy. Thus, this research shows that some biology teachers are still using the teacher-centred approach; this is the case for Mr. Odumbe, whose teaching style is dominated by the transmissive approach, or the case of Mr. Kaggwa, whose view is that the educational authorities encourage the transmissive method of teaching. Even though the learner-centred pedagogy is encouraged because it fosters lasting knowledge and easy application of knowledge acquired in everyday life, the group work approach to teaching has been poorly managed and did not achieve desired results where it was used during this research. The participating biology students and teachers see the learner-centred pedagogy as slowing down the progression of teaching the content matter while the national examination covers the whole curriculum content. Therefore, although teachers were using different teaching approaches, once they are asked which approach they can choose to use, both students and teachers prefer to continue to use the teacher-centred approach in order to meet the content outcomes required in the national examination. Another result was that all participating students found their teachers supportive and nurturing and research is encouraged by all teachers regardless of their dominating teaching styles.

This study is an investigation of methods of teaching and learning in the A-level English curriculum consisting both of the traditional A-level English literature and the more recent arrival of A-level English language. It is generally assumed in commentaries on A-level English teaching that language is taught differently from literature because of differences in aims, content and ideology. English language is seen as a deliberate move away from the more 'pure' academic study of literary texts and towards more 'applied' and even partly 'vocational' study in which independent and collaborative forms of learning are strongly encouraged. There is, however, little empirical evidence about how students are taught and how they learn in these different courses. The study addresses these limitations by carrying out an intensive, qualitative study of the teaching styles of ten teachers who teach across the two A-level English subjects. Video recordings of twenty complete lessons (i. e. 10 English language and 10 English literature) were analysed using a formal framework of analysis adapted from the study of discourse analysis. This system identifies the organisation of the classroom discourse so as to allow for a comparison of the patterning of teaching exchanges across the two subjects. The study also investigates, using semi-structured interviews, how the teachers perceive the learning objectives of the two subjects, and the match between those objectives and the teaching and learning methods used to achieve them. The findings suggest that teachers do not vary their teaching style when teaching across the two English subjects at A-levels supporting an extensive statistical study of students' perceptions of the instructional practices employed by teachers which also found a lack of pedagogic distinctiveness between the two subjects. The analysis revealed that teacher-led recitation is a prominent feature of the discourse in both A-level English language and literature.

<p>This study investigates the teaching strategies of four teachers, and determines which teaching strategies give better results in mathematics at the middle school level? Result here means the knowledge level of the students. The result has been measured through leave out a mathematical test, which I leave out designed. Teaching strategies have been assessed through interviews with teachers and observations of their lessons.</p><p>My study shows that to go through the lessons thoroughly in the traditional way, and open discussions with the whole class are best for students achievements.</p><p>The information available, however, is too limited to draw some general conclusions, but my study can be seen more like a counter-example to the general praxis that is short lectures and individual assessment with one to one communication when teaching mathematics.</p>

This study investigates the teaching strategies of four teachers, and determines which teaching strategies give better results in mathematics at the middle school level? Result here means the knowledge level of the students. The result has been measured through leave out a mathematical test, which I leave out designed. Teaching strategies have been assessed through interviews with teachers and observations of their lessons. My study shows that to go through the lessons thoroughly in the traditional way, and open discussions with the whole class are best for students achievements. The information available, however, is too limited to draw some general conclusions, but my study can be seen more like a counter-example to the general praxis that is short lectures and individual assessment with one to one communication when teaching mathematics.

This study explored the extent of agreement between principals and teachers relative to the teachers' style, the extent of agreement between principals and teachers relative to the most effective match between teachers and students with various characteristics, and how classroom placement decisions are made. Participants consisted of 25 principals and 61 teachers. Principals and teachers completed the Teaching Style Inventory (Grasha, 1996) as a description of the teacher's teaching style. Then, participants reviewed three vignettes of students with varying characteristics and completed a Teaching Style Inventory, to identify the style they thought appropriate for each student. An additional 5 principals and 5 teachers were interviewed to explore the class placement process used in the participants' schools. Results revealed that principals and teachers were not in agreement in their ratings of teacher style, with principals rating teachers significantly higher on the delegator style, than teachers rated themselves. Principals and teachers also did not agree with each other in their ratings of the teacher styles needed by the students. Significant differences were found in the ratings depending on who completed the measures (principal or teacher). In interviews, class placement decisions were reported to be based on students' academic and social-emotional/behavioral skills, need for supplemental support services, and parent feedback, but not teaching style, as anticipated. Teaching style, however, was considered as a part of the conceptualization of the term "match". Implications are discussed relative to the class placement process and educator evaluation systems.

Corporate healthcare education has changed drastically in the last few decades with few rules for compliance or standardization. A large healthcare company in the Southeastern United States was experiencing inequitable training due to differing teaching styles and instructor skill levels. Guided by Bandura's theory of self-efficacy, the purpose of this qualitative study was to explore how corporate healthcare instructors' credentials and experiences affect their perceived self-efficacy and teaching style. Interviews were conducted with 11 purposefully selected corporate healthcare instructors from a physician education team; collected data were then coded and themed. Findings revealed 3 major themes: (a) credentials enhanced the ability to teach, (b) experiences guided each corporate healthcare instructor to their current path, and (c) both teaching styles and perceived self-efficacy were highly dependent on experiences and credentials. Perceived self-efficacy levels increased in tandem with years of experience. A professional development plan was developed to encourage a standardized teaching style for corporate healthcare instructors. Large healthcare corporations may utilize this study to influence future hiring choices by identifying positive traits for new corporate healthcare instructors, identifying instructor needs for professional development, increasing reliability in training for learners, and providing positive social change through better healthcare delivered as a result of better employee training.

AN ABSTRACT FOR THE DISSERTATION OF STEPHEN JACK MCCASKEY, for the Doctor of Philosophy Degree in EDUCATION, presented on June, 2009, at Southern Illinois University Carbondale. TITLE: TEACHING STYLES AND LEARING STRATEGIES OF ILLINOIS SECONDARY CAREER AND TECHNICAL EDUCAITON TEACHERS MAJOR PROFESSORS: Dr. Marcia Anderson Dr. John Washburn The purpose of this study was to identify the teaching styles and learning strategy preferences of secondary CTE teachers in the state of Illinois. This study explored variables related to the teaching-learner transaction for teachers with varied educational backgrounds. Further, this study examined the relationship between teaching styles and several demographic variables and the relationship between learning strategies and several demographic variables for teachers in the CTE field. Participants involved in this study were members of the Illinois Association of Career and Technical Education (IACTE) at the time of the study. Demographic data revealed most respondents were female and age varied between 20 to 73 years with the highest percentage of responses being between the ages of 51-55. The majority of respondent ethnicity was White. The number of years teaching among respondents varied from 0 to 41 with the highest percentage having less than six years. The highest percentage of respondents held a Master's degree and the highest percentage in which the respondents most frequently teach is Technology Education/Industrial Education. The certificate type that most respondents hold is a Type 09 Standard. This study employed two standardized instruments and a questionnaire assessment to address four research questions. The Principles of Adult Learning Scales (PALS) was the first instrument used in this study and is designed to assist individuals in identifying their teaching style. Assessing the Learning Strategies of Adults (ATLAS) was the second instrument used in this study and is designed to quickly identify learning strategies. The online questionnaire was administered by placing the instruments on the Department of Workforce Education and Development's server at Southern Illinois University Carbondale. The majority of respondents in this study identified Problem Solvers as their preferred learning strategy followed by Navigators and Engagers. The respondents of this study represented an overwhelming commitment to the teacher-centered style. Based on the results of this study, the analyses of data were used to create a profile of the three preferences of the learning strategies for CTE secondary teachers. Additionally, the analyses of data from this study were used to create a profile of the two types of the teaching styles for CTE secondary teachers - Teacher-centered and Student-centered.

To create a much-needed program for training novice and volunteer English teachers, Dr. Lynn Henrichsen put together a team of interested TESOL graduate students who developed materials and resources for this purpose. Under his supervision and mentorship, each student helped with the development of units for a website and book titled, Basic Training and Resources for Teaching English to Speakers of Other Languages (BTRTESOL). Recognizing the target audience as novice teachers with little or no training in teaching English as a second language, each graduate student approached the development of each unit for this BTRTESOL program with this in mind. These untrained teachers are filling the gap that exists in areas of the world that are in need of well trained, certified TESOL teachers but lack resources because of poverty and the large quantity of students wanting to learn English. Owing to the great demand for English skills and the lack of trained teachers, there is a great need for the resources that this program and project provide. My part in this program included the design and development of two units, "Teaching Styles and Cultural Differences" and "Understanding Students' Learning Styles." These two units seek to help novice teachers understand teaching styles, learning styles, the role of culture, and the cultural mismatches that may exist between a teacher's style of teaching and a student's style of learning. These training units help novice teachers learn how to identify, teach, and expand students' learning styles in order to help them improve students' learning. Additionally, the units include information directing users to other resources for more information on these topics.

This thesis deals primarily with teaching styles - a topic that has not been greatly discussed in Czech pedagogical literature so far. Based on both Czech and foreign sources, this paper identifies and describes in detail various aspects of teaching styles and presents several approaches to study them. Moreover, it puts the above-mentioned topic in a context of other related concepts, such as teaching method, teachers' beliefs etc. It provides an overview of several teaching styles typologies designed by mostly American authors. The empirical part introduces an original research based on both quantitative and qualitative approach. It presents a detailed study of six selected teachers of the English language and based on their responses identifies certain aspects of different teaching styles. The thesis also reveals some of their views and opinions of their profession.

In 1981 the author submitted that "many of the (then) more recent school syllabuses remain disjointed and give expression still to a school mathematics course as step-by-step progression through a list of disparate topics". The position has not changed. It is not yet generally accepted that there can no longer be an accepted body of mathematical knowledge that needs to be taught. The rapid development of new technology and the introduction of the microcomputer should enable the 'modern' mathematics of the early 1960's to enhance the mathematical experiences of pupils in a practical and comprehensible way and prompt a new style of teaching and learning mathematics. There is, however, a fundamental core of mathematics which must inevitably find a place in the school mathematics curriculum. In Part I of the thesis the emphasis is on a method of presentation of certain key topics which illustrate the basic pattern of a group structure. Former complications at school level of putting plane geometry on a logical footing have to be avoided. The use of complex numbers highlights significant and sometimes rather difficult geometrical ideas. In Part 11 the author attempts to show how some of these ideas may be presented to extend the basic pattern to that of linear algebra. The work culminates in Part III with the use of linear complex algebra to present more vividly the symmetries of the Platonic solids. The author anticipates the realistic presentation of the aesthetic side of 3-dimensional geometry and takes a look at its possible presentation through the medium of the microcomputer. At this early stage of the development of the ideas to be discussed, there can be no formal testing of the results by quantitative analysis. Evaluation of the viability of the proposals will be qualitative and the comments of 'critical academic friends' will be included. The originality demanded of a piece of research goes beyond the exposition. Here it will consist of new insights into ideas appropriate to senior pupils in schools and a rewriting of existing material often thought to be beyond their scope. The work is supported by suggested lesson sequences, transcripts of recorded presentations, and examples of students' work. Subsequent development must face the question of assessment and evaluation at sixth-form level of the proposed new style of teaching mathematics. The author makes some suggestions in the concluding chapter.