Abstract
The study investigated the thinking styles of teachers and students in junior high schools and, by using R. J. Sternberg¡¦s theoretical framework of thinking styles, further explored (a) their associations with teaching practices as well as students¡¦ performance (i.e., satisfaction of instructional practices, academic achievement), (b) the influence of the similarities of teachers¡¦ and students¡¦ thinking styles on students¡¦ performance, and (c) factors involved in teachers¡¦/students¡¦ thinking styles.
A total of 793 participants (277 teachers, 516 7th-grade students) were studied. Data collected through rating scales, self-report, checklist, classroom observation and semi-structured interview of teachers were analyzed with t-test, Pearson product-moment correlation, MANOVA, and canonical correlation analysis.
The results indicated : a) among the 5 background variables involved in teachers¡¦ thinking styles, both ¡§parents¡¦ education¡¨ and ¡§teaching subjects¡¨ did not show significant relations with any of the 7 teachers¡¦ thinking styles, but the other 3 variables (i.e., ¡§gender¡¨, ¡§age¡¨, ¡§teaching experience in terms of years¡¨) did, b) among the 3 background variables involved in students¡¦ thinking styles, ¡§parents¡¦ education¡¨ showed no significant relations with any of the 13 students¡¦ thinking styles, but ¡§gender¡¨ and ¡§birth order¡¨ did, c) teachers¡¦ thinking styles were significantly related with their background variables and teaching practices, d) among the 7 kinds of teaching practices, the ¡§developmental method¡¨ showed significant relations with 3 types of students¡¦ thinking styles, including ¡§legislative¡¨, ¡§external¡¨, ¡§liberal¡¨, e) among 7 teaching practices, students showed greatest satisfaction and highest academic achievement in ¡§rote style teaching,¡¨ f) academically underachieved students tend to be more of ¡§global style of thinking,¡¨ and g) no significant relations between teachers¡¦ and students¡¦ thinking styles were found, nor were the similarities of teachers¡¦ and students¡¦ thinking styles on students¡¦ satisfaction of instructional practices and their academic achievement.
| Identifer | oai:union.ndltd.org:NSYSU/oai:NSYSU:etd-0726101-133034 |
| Date | 26 July 2001 |
| Creators | Chou, Yu-Shuang |
| Contributors | Y Cheng, Chin Guey, G Chen |
| Publisher | NSYSU |
| Source Sets | NSYSU Electronic Thesis and Dissertation Archive |
| Language | Cholon |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0726101-133034 |
| Rights | unrestricted, Copyright information available at source archive |
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