Elementary school teachers' perspectives on learning styles, sense of efficacy, and self-theories of intelligence

WCU Author/Contributor (non-WCU co-authors, if there are any, appear on document)
Jeffrey Todd Kilpatrick (Creator)
Western Carolina University (WCU )
Web Site: http://library.wcu.edu/
Bruce Henderson

Abstract: A recent review of the research literature on learning styles (Pashler, McDaniel, Rohrer, & Bjork, 2009) revealed insufficient evidence to support the claim that learning outcomes are improved when instruction matches the learning styles of students. However, prior studies have failed to investigate teacher?s beliefs in learning styles and how these beliefs are related to teachers? sense of efficacy and teachers? self theories of intelligence. This study used a mixed method design, which included a survey and focus group interviews, to explore teachers? perspectives on all of these concepts as well as the relationships among teachers? beliefs about these concepts. Although the results of this study revealed that the majority of participants held the belief that instruction should match learning styles, the overall beliefs of the participants were often inconsistent with learning styles theories. In addition, the survey results revealed a variety of correlations among the three concepts.

Additional Information

Language: English
Date: 2012
Learning Styles, Qualitative, Quantitative, Self-Theories, Teacher Beliefs, Teacher Efficacy
Learning, Psychology of
Effective teaching
Elementary school teachers

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