This study investigated whether in a modular technology education (MTE) classroom, gender groupings and learning styles predicted degree of curiosity. Based on the assumption that gender grouping and learning style are factors that influence the degree of curiosity of both individuals and teams, it was hypothesized that a student's learning style (i.e., Accommodating, Converging, Diverging, and Assimilating) and gender grouping (girl/girl, boy/boy, and girl/boy) at the module would be essential elements to consider when measuring the degree of curiosity of learners in MTE classrooms. During a meeting with the deputy superintendent and the technology education supervisor in a mid-sized, suburban public school district in Virginia, three MTE teachers from different schools were identified to participate in this study in the spring of 2004. The sample for this study consisted of middle school students (n = 116; 22 girls and 94 boys, grades 6-8) enrolled in technology education classes using Synergistic SystemsTM modules. Students completed three consecutive MTE activities. This study was conducted in the technology education classroom in three different middle schools. Schools were classified as School A, B or C. Students selected technology education as an elective subject. Kolb's Learning Style Inventory (LSI), Version 3 was used to identify students' preferred learning style. The My Point of View (MyPOV) instrument adapted by Brusic and based on Leherissey's instrument, the State Epistemic Curiosity Scale (SECS), was used to measure individual degree of curiosity. The MyPOV instrument was administered three times; once after each module. Data was analyzed using a multiple linear regression analysis. Descriptive statistical analysis revealed that boys (81%; n = 94) continue to outnumber girls (19%; n = 22) in technology education classrooms. Participants (n = 101) preferred the following learning styles as identified by the LSI: Accommodating (35%), learning from "hands-on" experience, followed by Diverging (25%), preferring to brainstorm ideas, Assimilating (24%), interested in abstract ideas and concepts, and Converging (17%), rather deal with technical tasks and problems. Mean curiosity scores for students were analyzed by school. Results revealed scores from School B were lower than students at Schools A and C as measured by the MyPOV instrument. Mean curiosity scores for students were also analyzed by gender, learning style, and gender grouping. Statistics revealed that scores for girls were higher than boys. An independent-samples t-test was done to evaluate the difference between the means of the genders. According to the analyses, the tests were not significant, t(108) = .932, p = .353 (Score 1), t(110) = 1.282, p = .202 (Score 2), and t(104) = 1.564, p = .121 (Score 3). Overall scores for girl/girl groupings were higher than girl/boy and boy/boy groupings, and scores for girl/boy groupings were higher than boy/boy groupings. A one-way analysis of variance was conducted to evaluate whether the gender grouping means differed significantly from each other. According to the analyses, the F-tests revealed no significant differences in gender groupings, F(2, 97) = 1.65, p = .198 (Score 1), F(2, 95) = .50, p = .608 (Score 2), and F(2, 92) = 1.84, p = .165 (Score 3). Additionally, curiosity scores for students by learning styles showed that participants that preferred to deal with technical tasks and problems or Converging had the highest scores followed by Assimilating, Accommodating and Diverging. A multiple regression analysis was conducted to test if there was a significant relationship between the pairing of students of different gender groupings and different learning styles in the prediction of degree of curiosity. The F-tests revealed that the linear combination of gender groupings and learning styles for the three schools were not significantly related to degree of curiosity, R2 = .09, adjusted R2 = .04, F(5, 86) = 1.65, p = .155 (Score 1), R2 = .09, adjusted R2 = .04, F(4, 79) = 1.84 , p = .130 (Score 2), and R2 = .02, adjusted R2 = -.03, F(4, 73) = .382, p = .821 (Score 3). The t-tests analyses indicated that the Converging learning style, t(79) = 2.06, p =.043, in Score 2 was the only significant predictor variable with this sample. Although it seems that learning style and gender grouping might predict degree of curiosity in MTE laboratories, this assumption was not supported by this study. / Ph. D.

The relationship between teachers' participation in 4MAT learning style training and their perception of teacher efficacy was investigated three ways. Teachers who participated in 4MAT Fundamentals training were surveyed, observed, and interviewed. The Gusky and Passaro (1994) teacher efficacy scale was given to 120, K-12 teachers at 4MAT training sites. The survey was administered three times: before the workshop, immediately after the workshop and one month after the teachers had returned to their classrooms. The scale measured two teacher efficacy factors: (a) internal teacher efficacy -- perception of personal influence and impact on teaching and learning situations; and (b) external teacher efficacy -- perception of the influence and impact of elements that lie outside the classroom on teaching and learning situations. In addition, the teachers at one learning style training site were observed to determine how readily they adopted learning style terminology. Finally, six teachers were interviewed three times each to determine if factors found by Ashton (1984) to be associated with a high level of teacher efficacy were present. Perceptions of internal teacher efficacy increased significantly from pre- to post workshop administrations. After the teachers had been in the classroom for one month, internal teacher efficacy scores were lower than immediately after the workshop but still significantly higher than before the workshop. The training had no significant impact on external teacher efficacy scores. An interaction was found between teachers' level of previous knowledge and the reported gain in internal teacher efficacy. Those teachers with little previous knowledge of learning style theory and methodology showed higher levels of gain in internal teacher efficacy immediately after the workshop and on the one-month follow-up survey. The teachers' discourse during interviews and behavior during the workshops reflected all the elements Ashton outlined as associated with teacher efficacy: a belief in students' potential to learn and develop, awareness of the classroom as a social setting, and use of reflective behavior. These data also suggested that the maintenance of a high level of efficacy was influenced by the support of colleagues, modeling of instructional techniques, and validation of teachers' ideas concerning practice. It was also noted that teachers adapted 4MAT methodology idiosyncratically. These findings suggest that knowledge of learning style theory and practice can be valuable to teachers. It appears that examining the impact of learning style training on teachers' attitudes and behaviors may provide meaningful insights into why interest in learning style concepts continues despite an inconclusive research base. / Ph. D.

Americans spent approximately $47.7 billion on pet products and services in 2010, an increase of 4.8% over 2009, making the pet industry a market segment ripe with opportunity for entrepreneurial small business venture (American Pet Products Association, 2013). Small businesses invite innovation, create and provide new jobs, foster entrepreneurial spirit and creativity, and create competition that drives future business endeavors (Hillary, 2001). The pet dog industry is a salient example of entrepreneurial activity in which the pressures of business, economics, and learning coalesce. Because small businesses bolster about half of the private-sector economy and represent more than 99% of all business firms (Small Business Administration, 2013), it is useful for small business owners to learn and prosper as entrepreneurs. "Entrepreneurship is a learning process, and a theory of entrepreneurship requires a theory of learning" (Minniti, 2010, p. 9). However, there is still limited knowledge and understanding of the interaction between learning and entrepreneurship, and such a process remains one of the most neglected areas of entrepreneurial research and thus understanding (Deakins and Freel, 1999). This study explored entrepreneurial decision making by using the construct of David A. Kolb's Learning Style Inventory to examine an entrepreneurial operation in the pet dog-training industry. The researcher worked hand-in-hand with the entrepreneur in a collaborative partnership to explore the phenomenon using narrative inquiry research methods. A series of semi-structured interviews were used to collect and analyze stories and identify key considerations for learning style in relation to entrepreneurship. The results showed the entrepreneur's preferred learning style aligned with his expressed style and demonstrated a keen sense of operations awareness. Additionally, the entrepreneur had learned how to leverage his strengths over time while recognizing and compensating for his weaknesses. For a novice or someone with a desire to learn more about their own entrepreneurial inclinations, results from a learning style instrument could provide such understandings with helpful implications for small business ownership. Future studies could contribute to entrepreneurial research and add greater voice to the pet dog industry. / Ph. D.

No description available.

The diploma thesis deals with learning styles of learners in English language teaching namely in one-to-one courses. The theoretical part deals with the theory of learning styles which is contrasted with the theory of learning strategies. In the theoretical part it is described how learning styles and learning strategies are classified by different authors. How to identify learning styles of one particular student is explained. Apart from that the theoretical part deals with teaching styles in order to find the relationship between learning styles and teaching styles. One-to-one teaching is described as the research takes place in one-to-one teaching environment. The empirical part of the thesis is based on qualitative research of learning styles namely case studies of 7 students of different levels of English who acquire English in one-to-one courses. Students´ learning styles will be analysed through data obtained from an interview. The author of the thesis will use participant observation and will keep account of learning styles of every particular student. Results acquired from the interview will be compared with results from observation in one-to-one teaching. When students´ learning styles are analysed, appropriate teaching methods and exercises are proposed to satisfy students´ ascertained learning styles.

This study examines the significance of understanding learners’ learning styles in relation to an educator’s learning style. The study explores the extent to which an educator and learners make provision for learning style flexibility by knowing and understanding their learning styles. There were reasons for being actively involved in the study. I wanted to know my learning style and to know and understand the learning styles of my learners. Action research was used to focus on the significance of learning style flexibility in my teaching practice, with the aim to developing myself as a professional and improving my teaching practice. Action research develops through a selfreflective spiral, consisting of cycle, each with its own steps of planning, acting, observing, reflecting and planning again for further implementation. Action research was critical in helping me to enhance my competencies and the competencies of learners who participated in my study and enabled me to improve in an ongoing, cyclical fashion. The use of qualitative and quantitative research methods helped me to learn and understand my learning style and learners’ learning styles. Herrmann’s Whole Brain Dominance Instrument (HBDI) was used to identify my learning style. To identify learners’ learning styles I used a simplified questionnaire that helped me to understand learners’ thinking preferences according to the four quadrants of Herrmann’s model. Learners’ profiles were identified and indicated that they have didderent profiles. Feedback questionnaires for learners and lecturers were used to dtermine feedback on how I facilitate learning and accommodate learners according to their learning styles, and improve myself professionally. Learning style flexibility is an approach that enhances teaching and learning, including the achievement of complex learning outcomes that includes attitudes and personality traits. Educators should move away from a content-driven learning approach to learner-driven approaches that allow learners to discover and construct knowledge on their own. Learning style flexibility and educational change complement each other. Learning style flexibility is significant in teaching and learning and the professional development of educators. Copyright / Dissertation (MEd)--University of Pretoria, 2012. / Humanities Education / unrestricted

在臺灣國中英語課程的寫作部份，一向只有片段的填空、改寫句子或翻譯等，加強文法及句型結構的練習，而忽略能讓學生自我表達的創意寫作。對英語能力相當有限的國中生而言，若能提供有效、有趣的寫作指導，他們也能應用語言能力並發揮創意，寫出有趣的文章。 本研究在探討由看圖說故事進而寫故事，對國中生寫作能力的影響。本研究以台北市某國中兩班三年級，六十位學生為研究對象，先施以一次先前研究，作為主要研究的設計及實施之參考，再以三個故事為主題進行六篇記敘文的寫作。其中三篇只給作文題目及引導句，稱為題目引導式寫作；另三篇則提供題目加圖片，稱為圖片引導式寫作。整個研究內容另包括三次問卷及一系列的訪談。問卷一及問卷三在了解受測學生在研究前、研究後的寫作態度及動機的轉變；問卷二及訪談旨在了解學生對於圖片做為輔助教材的觀感。 本研究的主要發現如下：（1）圖片有助於學生寫故事的組織及架構，（2）圖片提供語料及文意，有助於學生發展故事內容及長度，（3）圖片刺激學生想像力，增加學生故事的創意，（4）學生在經過圖片式的寫作引導之後，對英文作文表現出比較積極的學習態度及動機。 / For junior high students in Taiwan, writing activities have been restricted to grammar-oriented exercises. Creative writing that engages students in using the target language communicatively has been neglected. Students at this level of proficiency, if provided with effective and stimulating writing instruction, are also able to compose fascinating stories. The purpose of this study is to explore the effectiveness of pictures on junior high students’ narrative writing. Subjects in this study are sixty ninth-graders from two classes in a junior high school in Taipei city. Instruments consist of a pilot study, three student surveys, six narrative writing assignments and a series of one-to-one interviews. Findings are summarized as follows: First, picture aids facilitate students’ organizational skills for story writing. Second, pictorial presentation provides students with linguistic resources that help to enrich their story content. Third, pictorial images stimulate students’ imagination and add creativity to their stories. Furthermore, writing improvements through pictorial instruction also lead to the students’ positive attitude toward writing and stronger motivation as well.

Mokykliniai vadovėliai yra svarbi ugdymo turinio dalis, todėl yra keliamas probleminis klausimas – ar pasaulio pažinimui skirtų vadovėlių turinys suteikia galimybes pradinių klasių mokiniams mokomąją medžiagą įsisavinti skirtingais mokymosi būdais, atitinkančiais individualų mokymosi stilių. Eilės mokslininkų teigimu, būtent pasaulio pažinimo pamokų metu gali būti sėkmingai taikomi labai įvairūs mokymo(si) metodai, teikiantys galimybes mokiniams pasirinkti skirtingus mokymosi būdus (Vilkonienė, Leparskienė, 2003; Vilkonis, 2003; Lamanauskas, 2004; Мельник, Корожнева, Вилконис, 2004; Vilkonienė, 2005). Šiuo tyrimu siekiama įvertinti pasaulio pažinimo vadovėlių turinį pritaikymo įvairiems mokymosi stiliams aspektu. Remiantis moksline ir metodine literatūra siekiama apibrėžti pradinėje mokykloje vyraujančius mokymosi stilius bei išskirti ir apibrėžti vadovėlių turinio vertinimo kriterijus. Siekiama atlikti lyginamąją pasaulio pažinimo vadovėlių turinio analizę pagal išskirtus vadovėlių vertinimo kriterijus pritaikymo įvairiems mokymosi stiliams aspektu. Tyrimo metu taikyti mokslinės ir metodinės literatūros analizės, ekspertų apklausos, klasikinės ir kokybinės vadovėlių turinio analizės, aprašomosios statistikos, lyginamosios analizės metodai. Tyrimo metu išanalizuota 21 knyga. Ekspertinės apklausos metu apklausti 6 ekspertai – pradinio ugdymo specialistai. Pradiniam mokykliniam amžiui yra būdingi klausymo (audialinis) mokymosi stilius, kuris reiškiasi pomėgiu uždavinėti... [toliau žr. visą tekstą] / Schoolbooks are very important part of education and that is why the problematic question is as follows: does the content of world cognition textbooks provides a possibility to learn the material in different ways of studying respectively to individual needs. According to various scientists, different learning methods can be successfully adapted especially in world cognition lessons (Vilkonienė, Leparskienė, 2003; Vilkonis, 2003; Lamanauskas, 2004; Мельник, Корожнева, Вилконис, 2004; Vilkonienė, 2005). The aim of this study is to asses the world cognition textbooks in aspect of content adaptation to different styles of learning. On a basis of scientific and methodical literature the learning styles in primary schools and assessment criteria of textbooks are defined in this study. My aim was to make a comparative analysis of world cognition textbooks using defined criteria of assessing textbooks in aspect of content adaptation to different styles of learning. There were scientific and methodical literature analysis applied, expert surveys, classical and qualitative textbooks‘content analysis, descriptive statistics and methods of comparative analysis used in this research. Analysis was made on 21 textbook. Six experts (specialists of primary education) were quizzed during expertise survey. The primary school learning style characterizes itself with aural (acoustic) learning style, with specific features like giving questions and listening to people talking or audio-video... [to full text]

The purpose of the study was to gauge Grade 4 Life Orientation educators‟ understanding of what learning style diversity entails, and to explore how they accommodate diverse learning styles during teaching and learning in inclusive Life Orientation classrooms. The study explored the educators‟ choice of teaching methods and strategies, learning activities and assessment approaches to accommodate diverse learning styles in their classrooms. The first phase of the study was characterized by a literature review, which guided the formulation of focus group interview questions as well as observation criteria. The literature review explored the notion of accommodating diverse learning style needs as an important aspect of inclusive education, as well as the teaching methods and strategies, learning activities and assessment approaches that could be employed to accommodate learning style diversity in inclusive Life Orientation classrooms. The second phase of the study comprised the empirical research. Within an interprevistic framework, qualitative research by means of focus group interviews and observations was undertaken to collect data in order to determine educators‟ understanding of learning style diversity and to explore how they accommodate diverse learning style needs in their inclusive Grade 4 Life Orientation classrooms. Focus group interviews were conducted with a convenient and purposively selected sample of Grade 4 Life Orientation educators (n=40) who teach at Township schools in the Sedibeng West District of the Gauteng Department of Education. In addition to the focus group interviews, observations were done in the classrooms of five willing educators who took part in the focus group interviews to observe how the educators accommodate diverse learning style needs in practice during their teaching. The data analysis revealed that educators do not have an adequate understanding of what diverse learning style needs imply, and do not accommodate diverse learning style needs in a balanced way in their classrooms. Both the findings from the focus group interviews and observations indicated that educators experience challenges in accommodating diverse learning style needs during the teaching of Grade 4 Life Orientation in inclusive classrooms. These challenges inter alia relate to time, workload, overcrowded classrooms and a need for guidance on how to accommodate diverse learning style needs. Based on the data obtained, examples of teaching, learning and assessment activities that could form part of a teaching and learning programme for Grade 4 Life Orientation was developed to guide educators in addressing learning style diversity during teaching. In the absence of curriculum-based teaching and learning programmes that guide educators in accommodate diverse learning styles during the teaching of Life Orientation, this study makes a valuable contribution. Key concepts: learning style diversity, learning preferences, pedagogical barriers to learning, inclusive education / PhD, Teaching and Learning, North-West University, Vaal Triangle Campus, 2012

The problem of this study was to describe and compare the relationship of learning style and leadership style upon the selection of instructional strategies by nursing educators in associate and baccalaureate degree nursing programs. Data were collected using Kolb's Learning Style Inventory, Hersey and Blanchard's Leader Effectiveness and Adaptability Description, a researcher-developed Instructional Strategies Inventory, and the Personal Data Form. It was found that leadership style was highly correlated between the associate degree and baccalaureate degree faculty groups. More of the associate degree faculty members had basic leadership styles of Low Relationship/Low Task and High Task/Low Relationship. Most of the baccalaureate faculty members had Low Relationship/Low Task leadership styles. The following conclusions were developed: (a) Nursing faculty in associate and baccalaureate degree programs have similar learning and leadership styles; (b) nursing faculty tend to use the traditional instructional strategies such as lecture, discussion, and case studies at the same frequency of use? and (c) the selection of instructional strategies in nursing education may be affected by variables other than the instructor's learning and leadership styles. In view of the findings of this study, the following recommendations for further study appear to be warranted, (a) Further research should be conducted to determine the effectiveness or ineffectiveness of identified instructional strategies in nursing education, and (b) more research should be done to identify creativity in the selection of instructional strategies in nursing education. The following implications are suggested from an analysis of the data: (a) Although faculty characteristics are rarely a determining factor in the design of a nursing curriculum, they must be taken into account when selecting instructional strategies, and (b) the apparent lack of diversity in instructional strategies utilized in the classroom setting emphasizes the need for faculty to expand their knowledge base in this area.