This study examined the teaching experiences of six elementary student interns from Oregon State University, Corvallis, OR during fall and winter quarters, 1991. The primary intent of the study was to examine critically the roles and effects of mind styles as applied in actual classroom instruction and learning, in terms of feasibility and student outcomes. The research focus was to examine the roles and effects of mind styles in an elementary educational setting by addressing the following questions: (1) Do elementary school students exhibit mind styles that are dominant or less dominant and which vary among individuals, as has been found in adults; (2) do mind styles exist among elementary students, (3) are mind styles determinable among elementary students; (4) can a researcher-developed self-assessment instrument for elementary students be used to accurately identify their dominant mind styles? The research methodology was qualitative. Specifically, the nature of the invisible driving forces that shaped students behavior within the classroom setting were observed. Data was gathered through journals and lesson plans from the student interns, video tapes of teaching experiences, task analyses, field notes, and maintenance of a diary by the researcher. The Self-Assessment Children's Instrument was administered to each elementary student who took part in the study, involving them in self-ranking themselves in relation to a variety of qualities. The research methodology and instrument were field-tested with satisfactory results. After testing 129 students and completing 43 observations on each student in six classrooms, the following was concluded from the results of the research: 1) Some learners are generalists who enjoy understanding the big picture before focusing on specifics. They want a context in which to put new ideas, and they are good at seeing relationships as they learn. 2) Some learners display an active, hands-on, exploratory pattern. These students learn physically and through concrete experiences and activities. 3) In every classroom there are students for whom personal relationships are important. These learners enjoy helping each other and working in groups. 4) Other students are structured and systematic in their approach. These students want rules for new materials to be presented clearly and logically with examples that build from the simple to the complex. / Graduation date: 1994

No description available.

published_or_final_version / abstract / toc / Educational Psychology / Master / Master of Social Sciences

published_or_final_version / Educational Psychology / Master / Master of Social Sciences

The goal of this project was to develop a self-report inventory designed to assess constructs associated with academic motivation and various learning strategies including study strategies, time management, organizational techniques, attention and concentration, writing and research skills, and test taking strategies. The School Motivation and Learning Strategies Inventory (SMALSI) was developed in two forms, Child and Teen, measuring 9 and 10 constructs, respectively. Following a survey of available literature, items were constructed, subjected to review and revision, and then field tested. Following analyses of internal consistencies, items were removed to improve construct coherence. Revised forms were prepared and administered to a standardization sample of 2921 students. Additional tests of internal consistency were conducted and final versions were prepared for publication. Analyses suggest adequate reliability for both forms of the SMALSI with great consistency across age, gender, and ethnicity. Validity was assessed for 23 students completing the SMALSI Child Form and 24 students completing the SMALSI Teen Form using the Behavior Assessment System for Children – Self-Report Profile. Student Liabilities scales were positively correlated with measures of emotional, academic, and social maladjustment. In like form, Student Strengths scales were negatively associated with these measures. Interesting results were also obtained specifically regarding the relationship of depression to learning strategies. Validity was also assessed for 32 students completing the SMALSI Child Form and 53 students completing the Teen Form by obtaining Texas Assessment of Knowledge and Skills (TAKS) scores. Results for several of the constructs indicated small to moderate correlations in the expected direction. Guidelines for interpretation of the ten SMALSI constructs were presented along with suggestions for further investigation, including the use of clinical populations and standardized measures of achievement.

Thesis (Ed. D.)--Oregon State University, 2001. / Typescript (photocopy). Includes bibliographical references (leaves 212-228). Also available online.

Thesis (M.A.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 43-47).

published_or_final_version / abstract / toc / Educational Psychology / Master / Master of Social Sciences

No description available.

Thesis (M.S. in Psychology)--Vanderbilt University, May 2008. / Title from title screen. Includes bibliographical references.