Search results for "Teaching styles"
showing 10 items of 11 documents
Adaptive use patterns of secondary school classroom environments
2006
Purpose – The purpose of this research is to investigate how secondary school teachers adaptively make use of the classroom learning environment. The approach illustrates the intimate relationship between teaching style, learning style and the adaptive use of space as well as the preferences for different learning environments.Design/methodology/approach – A multi method study approach was used to carry out the research. Two main methods were used in the study. In the first method, trainee teachers recorded spatial observations (mapping). Maps of the chemistry classrooms were produced. The observers marked all fixed, semi‐fixed and flexible elements in the classroom space. The second method…
Longitudinal Associations of First-grade Teaching with Reading in Early Primary School
2019
The present study examined the longitudinal associations between first-grade teaching practices and children's reading skills development from Grade 1 to Grade 3. Using the Early Childhood Classroom Observation Measure (ECCOM), the teaching practices of 32 Finnish teachers were observed in Grade 1. Students' (N = 359) word recognition and sentence reading skills were assessed yearly from Grade 1 to Grade 3. The person-oriented analysis identified three profiles of teaching practices in Grade 1: child-centred teaching style, teacher-directed teaching style, and a mixed child-centred and teacher-directed teaching style. Furthermore, the results showed that children whose Grade 1 teachers used…
Longitudinal associations between third‐grade teaching styles and sixth‐grade reading skills : a 3‐year follow‐up study
2022
Background Most previous studies of teaching styles and reading skills have been cross-sectional. Longitudinal research is needed to clarify the direction of effects. The present longitudinal study examined the degree to which differences in teaching styles in the third grade predict the sixth-grade reading performance. The consistency of the findings was addressed by comparing results across students in two countries (Finland and Estonia). Methods A total of 1,057 students (50.9% boys) were followed from the third to sixth grade. Teaching styles of third-grade teachers (N = 70) were examined as predictors of the development of reading (i.e., third-grade to sixth-grade reading fluency and c…
E-learning and language and style in Mainz and Münster
2006
This article reports on how online Language and Style was implemented and taught simultaneously and cooperatively at two German universities in the summer semester of 2004, in the English departments of the universities of Mainz (Patricia Plummer) and Münster (Beatrix Busse). In order to compare different learning and teaching styles, one-third of the course was taught in a traditional seminar-style mode while two-thirds consisted of online workshops. The authors cooperated extensively during the project, assessing and evaluating students’ responses and performances both quantitatively and qualitatively. This article focuses on (1) the place of e-learning and stylistics in our departments …
Autonomy-Supportive and Controlling Styles of Teaching
2015
Autonomy-supportive and controlling styles of teaching are usually considered to be the opposite ends of a single continuum. An alternative view, however, is that individuals can perceive both styles simultaneously, which suggests that they are different constructs ( Bartholomew, Ntoumanis, Ryan, Bosch, & Thøgersen-Ntoumani, 2011 ). Using cluster analysis, Study 1 (N = 160) confirmed that both teaching styles were perceived by students. Four clusters appeared depending on the student’s score on the measures of autonomy and controlling styles (high autonomy–high control; low autonomy–low control; high autonomy–low control; low autonomy–high control). Participants in the high autonomy–lo…
Mothers’ trust toward teachers in relation to teaching practices
2013
Abstract This study examined the extent to which mothers’ trust toward the classroom teacher of their child in first grade is related to observed teaching practices in Finland and Estonia. Sixty-six teachers (32 in Finland, 34 in Estonia) were observed using the Early Childhood Classroom Observation Measure (ECCOM; Stipek & Byler, 2004 ). Mothers in Finland (n = 266) and in Estonia (n = 348) filled in questionnaires measuring their trust in their child's first grade teacher. The connection between mothers’ education, child gender, and classroom size in relation to mothers’ trust was also investigated. The results of multilevel modeling showed that mothers in both countries trusted more in t…
Análisis de factores motivacionales en la práctica de actividad física del alumnado de educación secundaria obligatoria en un centro de Valencia
2020
[Resumen] El objetivo del siguiente estudio fue analizar la adherencia a la práctica deportiva, el clima motivacional, la satisfacción de las necesidades básicas y la regulación de la conducta hacia la práctica de Actividad Física (AF) en alumnado de Educación Secundaria Obligatoria. Participaron en el estudio 89 estudiantes, 41 chicos y 48 chicas con edades comprendidas entre 14 y 18 años, quienes cumplimentaron el Cuestionario de Actividad Física para Adolescentes (PAQ-A), el Cuestionario de Regulación de Conducta en el Deporte (BRSQ), la Escala de medición de la Satisfacción de las Necesidades Psicológicas en el Ejercicio (PNSE), Escala de medición de los Comportamientos Controladores (C…
How students learn to teach? A case study of instrumental lessons given by Latvian undergraduate performer students without prior teacher training
2012
The purpose of this study was to describe and discuss the way students of the Latvian Academy of Music teach before having entered a teacher training programme. Five hours of students’ teaching work was video-taped, analysed and discussed with them between the spring of 2010 and the winter of 2011. The descriptive and analytic results of this study were also contrasted with their own views on pedagogy, which were drawn from a previous study that had been conducted with the same students and their peers in the fall of 2009. The role of the teaching habits and skills that students have acquired from their own teaching, temperament or background is discussed, as well as their needs starting te…
Effects of teacher's individualized support on children's reading skills and interest in classrooms with different teaching styles
2016
Abstract The purpose of the study was to examine whether teacher's individualized support affects students' reading skills and interest in classrooms with different teaching styles. Groups of teachers with child-centered, mixed child-centered/teacher-directed, and child-dominated teaching styles were differentiated based on observed teaching practices. The participants were 552 children (273 boys) and their 21 homeroom teachers. Teaching practices were assessed in Grade 1, teacher individualized support and students' reading skills and interest in reading were assessed twice - at the end of Grades 1 and 2.The results showed that relations between individualized support and students' later r…
Finnish and Greek early childhood teachers’ perspectives and practices in supporting children’s autonomy
2017
Kindergarten teachers from different cultural backgrounds attribute various meanings to children’s autonomy. There seems to be cultural differences in early childhood education curricula with regard to how a child’s autonomy is described and how it is supported. This qualitative study asks: how do teachers narrate their perspective and pedagogical support of children’s autonomy, and what kinds of similarities and differences in the pedagogy and practices can be found in Finnish and Greek early childhood education (ECEC) contexts? The data of this qualitative study consist of a semi-structured questionnaire of 14 kindergarten teachers and observations of their pedagogical practices in the da…