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ERIC Documents Database Citations for Learning Styles and Elementary Education

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Search Strategy:
Cognitive Style [ERIC Descriptor] OR Learning()Style? [Free Text]
Elementary Education [ERIC Descriptor] OR Elementary [title word]
  ED403036  PS024926
  Investigating Learning Preferences with Elementary School Students.
  Rizza, Mary G.; And Others
  Oct 1996
  15p.; Paper presented at the Annual Conference of the Northeastern 
Educational Research Association (27th, Ellenville, NY, October 1996).
  EDRS Price - MF01 Plus Postage. PC Not Available from EDRS.
  Language: English
  Document Type: RESEARCH REPORT (143);  CONFERENCE PAPER (150)
  To facilitate learning, teachers often employ varied teaching strategies and 
activities to accommodate different learning style preferences in students.  
This study explored elementary school students' preferences for learning 
environments, providing a pilot validation of the 40-question "If I Were in 
Charge of the Class" learning preference questionnaire for elementary students.  
Subjects were 481 third through fifth graders; the questionnaire, previously 
subjected to an analysis of content validity, was administered to measure four 
dimensions: teacher-directed instruction, student-directed inquiry, independent 
study, and group work.  Exploratory factor analysis revealed that the 
questionnaire assessed three factors associated with learning preferences: 
teacher-directed activity, student-initiated activity, and group activity.  
These empirically-derived factors were very similar to three of the original 
factors proposed on the basis of the content validation.  The one exception 
related to independent study items, which were included in teacher-directed and 
student-initiated activities.  (The proposed distinction made between choice 
and context was not observed in this study's data.) Subject to further testing 
and refinement, this questionnaire may be used by teachers to assess the nature 
of activities that their students prefer, providing guidance in overall 
categories but flexibility in the use of specific learning activities.  
(Contains 11 statistical tables and 7 references.) (EV)
  Descriptors: *Cognitive Style; Elementary Education; *Elementary School 
Students; Group Activities; Group Instruction; Learner Controlled Instruction; 
*Learning Strategies; *Student Attitudes; Student Surveys; Teacher Guidance; 
Teaching Methods; Test Validity
  Identifiers: *Learning Environments
  EJ502836  CS749725
  Accommodating Elementary Students' Learning Styles.
  Wallace, James
  Reading Improvement, v32 n1 p38-41 Spr   1995
  ISSN: 0034-0510
  Language: English
  Examines the perceptual learning style preferences of sixth- and seventh-
grade students in the Philippines.  Finds that the visual modality was the most 
preferred and the auditory modality was the least preferred.  Offers 
suggestions for accommodating visual, tactile, and kinesthetic preferences. (RS)
  Descriptors: *Cognitive Processes; *Cognitive Style; Educational Research; 
Intermediate Grades; Junior High Schools; Kinesthetic Methods; Tactile Stimuli; 
Visual Aids
  EJ502830  CS749719
  Learning Style Preferences of Elementary School Teachers, Principals and 
Early Childhood Teacher Educators.
  Wakefield, Alice P.
  Reading Improvement, v32 n1 p2-8 Spr   1995
  ISSN: 0034-0510
  Available From: UMI
  Language: English
  Document Type: RESEARCH REPORT (143);  JOURNAL ARTICLE (080)
  Finds that the predominant learning style preference of a group of elementary 
school principals and early childhood teacher educators were polar opposites of 
one another, but these differences were not statistically significant.  Finds a 
significant relationship between teachers' learning style and their years of 
teaching experience.  Discusses educational implications.  (RS)
  Descriptors: *Cognitive Processes; *Cognitive Style; Comparative Analysis; 
Early Childhood Education; *Principals; Reading Research; *Teacher Educators

  EJ482278  SE552412
  General Biology: Creating a Positive Learning Environment for Elementary 
Education Majors.
  Stalheim-Smith, Ann; Scharmann, Lawrence C.
  American Biology Teacher, v56 n4 p216-20 Apr   1994
  ISSN: 0002-7685
  Language: English
  Document Type: TEACHING GUIDE (052);  JOURNAL ARTICLE (080)
  Target Audience: Teachers; Practitioners
  Describes an introductory biology course designed to enhanced the science 
learning of elementary education majors.  A consideration of students' 
learning styles and interests combined with a belief that science academic 
talent is not a selective process, resulted in a biology course that was 
academically challenging and enjoyable for students.  (ZWH)
  Descriptors: *Biology; College Science; *Course Descriptions; *Education 
Majors; Elementary Education; Higher Education; Introductory Courses; 
*Preservice Teacher Education; Science Activities; Science Curriculum; Science 
Education; *Science Instruction; Scientific Concepts; Teaching Methods

  EJ470183  CG543174
  Learning Styles of Mexican American and Anglo-American Elementary School 
  Dunn, Rita; And Others
  Journal of Multicultural Counseling and Development, v21 n4 p237-47 Oct 
  ISSN: 0883-8534
  Language: English
  Document Type: RESEARCH REPORT (143);  JOURNAL ARTICLE (080)
  Examined learning style characteristics of Mexican-American students (n=687) 
in grades 4 through 6 and compared results to those from 70,000 Anglo-American 
children.  Compared to Anglo Americans, Mexican-American students preferred 
formal seating designs and were significantly more peer oriented.  Sex 
differences also were found.  (Author/NB)
  Descriptors: *Cognitive Style; *Cultural Differences; *Elementary School 
Students; Intermediate Grades; *Mexican Americans; Preadolescents; *Sex 
Differences; *White Students
  EJ465929  PS520548
  Shouldn't Preschool People Advocate for Better Elementary Schools, Too?
  Mitchell, Anne L.
  Young Children, v48 n5 p58-62 Jul   1993
  ISSN: 0044-0728
  Language: English
  Document Type: POSITION PAPER (120);  JOURNAL ARTICLE (080)
  Advocates the implementation of the same developmentally appropriate 
principles and practices that govern good preschool programs in elementary 
school programs as well.  These practices involve understanding children and 
their levels of development, working with the whole child, fostering integrated 
learning, and encouraging parent participation.  (BB)
  Descriptors: *Cognitive Style; Educational Change; Educational Practices; 
Educational Principles; *Elementary Education; *Elementary School Students; 
Emotional Development; *Individual Development; Integrated Curriculum; 
*Learning Readiness; Parent Participation; Preschool Education; Socialization
  Identifiers: *Developmentally Appropriate Programs; *Whole Child Approach
  EJ458818  CE524802
  Learning Style: An Analysis of Factors Affecting Keyboarding Achievement of 
Elementary School Students.
  Sormunen, Carolee
  Delta Pi Epsilon Journal, v35 n1 p26-38 Win   1993
  ISSN: 0011-8052
  Language: English
  Document Type: JOURNAL ARTICLE (080);  RESEARCH REPORT (143)
  A learning style inventory and keyboarding pre/posttest administered to 48 
fourth graders showed persistence to be the only learning style factor related 
to achievement.  Pretest score was related to final achievement, indicating 
that natural kinesthetic ability may affect keyboarding speed.  (SK)
  Descriptors: *Academic Achievement; *Cognitive Style; Elementary Education; 
Elementary School Students; Grade 4; *Keyboarding (Data Entry); Timed Tests

  EJ418263  EC232014
  The Development of a Learning Styles Program in an Affluent, Suburban New 
York Elementary School.
  Valle, Joan Della
  Journal of Reading, Writing, and Learning Disabilities International, v6 n3 
p315-22 Jul-Sep   1990
  Theme Issue: Learning Styles-Based Instruction.
  Language: English
  Target Audience: Practitioners; Administrators
  A principal of a New York elementary school describes how implementation of a 
testing program to determine individual learning styles and modification of the 
instructional environment to meet individual learning-style needs has been 
received enthusiastically by teachers, parents, and students.  (DB)
  Descriptors: *Cognitive Style; *Elementary Education; Environmental 
Influences; *Individual Differences; *Learning Processes; Parent Attitudes; 
Self Evaluation (Individuals); Student Attitudes; Study Skills; Teacher 
Attitudes; *Teaching Methods
  EJ418262  EC232013
  The Development of a Learning Styles Program in a Low Socioeconomic, 
Underachieving North Carolina Elementary School.
  Andrews, Roland H.
  Journal of Reading, Writing, and Learning Disabilities International, v6 n3 
p307-13 Jul-Sep   1990
  Theme Issue: Learning Styles-Based Instruction.
  Language: English
  Target Audience: Practitioners; Administrators
  The article describes the dramatic improvement in reading achievement, 
decrease in discipline problems, and improvement in student attitudes in a 
North Carolina elementary school over a two-year period when students were 
taught through their preferred learning styles.  (DB)
  Descriptors: Academic Achievement; Behavior Change; *Cognitive Style; 
*Elementary Education; *Individual Differences; *Instructional Effectiveness; 
Student Attitudes; *Teaching Methods

  EJ412944  CG537928
  Cross-Cultural Differences in Learning Styles of Elementary-Age Students from 
Four Ethnic Backgrounds.
  Dunn, Rita; And Others
  Journal of Multicultural Counseling and Development, v18 n2 p68-93 Apr 
  Language: English
  Document Type: JOURNAL ARTICLE (080);  RESEARCH REPORT (143)
  Examined learning styles of African-American, Chinese-American, Greek-
American, and Mexican-American fourth, fifth, and sixth graders who completed 
Learning Style Inventory and Group Embedded Figures Test.  Found children from 
different areas of American subculture had different patterns of preferred 
learning strategies.  Findings suggest need for alternative classroom 
environments, methods, and resources if children from different backgrounds are 
to receive effective education.  (NB)
  Descriptors: Black Students; Chinese Americans; *Cognitive Style; *Cultural 
Differences; Elementary School Students; Greek Americans; Intermediate Grades; 
Mexican Americans; *Preadolescents

  EJ341804  SE539847
  The Effects of Lesson Structure and Cognitive Style on the Science 
Achievement of Elementary School Children.
  Yore, Larry D.
  Science Education, v70 n4 p461-71 Jul   1986
  Language: English
  Document Type: JOURNAL ARTICLE (080);  RESEARCH REPORT (143)
  Target Audience: Practitioners
  The study sought to determine if increased lesson structure could aid 
elementary school students with low perceptual structures.  Findings indicated 
that increased lesson structure did not significantly improve science 
achievement for the participating grade four and five students.  (ML)
  Descriptors: *Academic Achievement; Classroom Techniques; *Cognitive Style; 
Elementary Education; *Elementary School Science; Grade 4; Grade 5; *Learning 
Strategies; Science Education; *Science Instruction; Teaching Methods
  Identifiers: *Science Education Research
  EJ341179  EA520376
  New Lenses for Viewing Elementary Schools.
  Shedlin, Allan, Jr.
  Phi Delta Kappan, v68 n2 p139-42 Oct   1986
  Language: English
  Target Audience: Teachers; Administrators; Practitioners
  The best elementary schools celebrate individual differences among students.  
Mindful of the need for creative adaptation, this article summarizes 
qualitative indicators of effective schools, including happy environment, 
varied learning styles, mutual regard between children and adults, school 
readiness and enthusiasm, well-articulated mission, cooperative atmosphere, and 
other features.  (MLH)
  Descriptors: Elementary Education; *Evaluation Criteria; *Individual 
Differences; Outcomes of Education; *School Effectiveness

  EJ302858  EC162619
  What Is Your Style? A Learning Styles Inventory for Lower Elementary 
  Boultinghouse, Ann
  Roeper Review, v6 n4 p208-10 Apr   1984
  Language: English
  Document Type: JOURNAL ARTICLE (080);  RESEARCH REPORT (143)
  A learning styles inventory listing 27 different classroom tasks in nine 
categories (including projects, acting, drill, and peer teaching) was 
administered to primary and intermediate students.  Ss designated by their 
teachers as gifted indicated definite preferences different from nongifted 
students.  (CL)
  Descriptors: *Cognitive Style; *Gifted; Intermediate Grades; Primary 
Education; Student Evaluation

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