The Use of Learning Styles in Teaching Social Studies in 7th and 8th Grade: A Case Study

Thumbnail image of item number 1 in: 'The Use of Learning Styles in Teaching Social Studies in 7th and 8th Grade: A Case Study'.
Thumbnail image of item number 2 in: 'The Use of Learning Styles in Teaching Social Studies in 7th and 8th Grade: A Case Study'.
Thumbnail image of item number 3 in: 'The Use of Learning Styles in Teaching Social Studies in 7th and 8th Grade: A Case Study'.
Thumbnail image of item number 4 in: 'The Use of Learning Styles in Teaching Social Studies in 7th and 8th Grade: A Case Study'.
Showing 1-4 of 220 pages in this dissertation.

PDF Version Also Available for Download.

Description

This qualitative case study examined the extent to which learning styles were used by teachers in four seventh and eighth grade social studies classrooms in a large suburban north Texas junior high school. The conclusions were as follows: 1) The environment on the junior high level did not afford the flexibility found in the elementary classroom. The changing of students, teachers, and the multi-purpose use of rooms did not afford flexibility of light, temperature, sound, and design preference. 2) The physical and the psychological categories had elements within each category that overlapped. A right brain activity closely aligned to a ... continued below

Physical Description

iv, 215 leaves: ill.

Creation Information

Woodring, Betty Gregory August 1990.

Context

This dissertation is part of the collection entitled: UNT Theses and Dissertations and was provided by UNT Libraries to Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 132 times , with 27 in the last month . More information about this dissertation can be viewed below.


Mapped
Search

Who

People and organizations associated with either the creation of this dissertation or its content.

Author

Chair

Committee Members

Publisher

Rights Holder

For guidance see Citations, Rights, Re-Use.

  • Woodring, Betty Gregory

Provided By

UNT Libraries

With locations on the Denton campus of the University of North Texas and one in Dallas, UNT Libraries serves the school and the community by providing access to physical and online collections; The Portal to Texas History and UNT Digital Libraries; academic research, and much, much more.

About | Browse this Partner

Contact Us

Corrections Questions

What

Descriptive information to help identify this dissertation. Follow the links below to find similar items on the Digital Library.

Degree Information

Description

This qualitative case study examined the extent to which learning styles were used by teachers in four seventh and eighth grade social studies classrooms in a large suburban north Texas junior high school.
The conclusions were as follows:
1) The environment on the junior high level did not afford the flexibility found in the elementary classroom. The changing of students, teachers, and the multi-purpose use of rooms did not afford flexibility of light, temperature, sound, and design preference.
2) The physical and the psychological categories had elements within each category that overlapped. A right brain activity closely aligned to a tactile/kinesthetic activity. A parallel between physical-mobility and psychological-global was noted, as well as a pattern between the global and the tactile/kinesthetic projects.
3) The split lunch period created problems for the global, kinesthetic, impulsive students. The academic environment was interrupted for a thirty minute period; students had to re-acclimate to a more analytic environment after lunch.
4) Each teacher alternated between primary style and secondary and tertiary styles. This mediation ability enabled each teacher to use all styles in lessons the researcher observed.
5) Abstract random and concrete random teachers did more group and team teaching than concrete sequential and abstract sequential teachers. Further, dominant sequential ordering in a teacher limited random activities. Whereas, dominant random ordering in a teacher limited sequential ordering activities. Both groups of teachers experienced teacher burnout when forced out of their primary style.
6) It was easier for those teachers whose primary and secondary ordering were opposite (CS/CR or AS/AR), as opposed to those whose primary and secondary ordering were the same (CS/AS or CR/AR), to align to a different environment.
7) These results suggest that teachers should not be required to stay in any one style. The flexibility of being able to alternate between styles will conserve energy and prevent teacher burnout.

Physical Description

iv, 215 leaves: ill.

Language

Item Type

Identifier

Unique identifying numbers for this dissertation in the Digital Library or other systems.

Collections

This dissertation is part of the following collection of related materials.

UNT Theses and Dissertations

Theses and dissertations represent a wealth of scholarly and artistic content created by masters and doctoral students in the degree-seeking process. Some ETDs in this collection are restricted to use by the UNT community.

About | Browse this Collection

What responsibilities do I have when using this dissertation?

Digital Files

When

Dates and time periods associated with this dissertation.

Creation Date

  • August 1990

Start & End Dates

  • January 1990 - May 1990

Added to The UNT Digital Library

  • Aug. 22, 2014, 6 p.m.

Description Last Updated

  • Aug. 30, 2016, 10:11 a.m.

Usage Statistics

When was this dissertation last used?

Yesterday: 0
Past 30 days: 27
Total Uses: 132
More Statistics

Where

Geographical information about where this dissertation originated or about its content.

Place Name

Publication Place

Map Information

  • map marker Automatically generated Place Name coordinates.
  • map marker Automatically generated Publication Place coordinates.
  • Repositioning map may be required for optimal printing.

Mapped Locations

Interact With This Dissertation

Here are some suggestions for what to do next.

Start Reading

Thumbnail image of item number 1 in: 'The Use of Learning Styles in Teaching Social Studies in 7th and 8th Grade: A Case Study'.
Thumbnail image of item number 2 in: 'The Use of Learning Styles in Teaching Social Studies in 7th and 8th Grade: A Case Study'.
Thumbnail image of item number 3 in: 'The Use of Learning Styles in Teaching Social Studies in 7th and 8th Grade: A Case Study'.
Thumbnail image of item number 4 in: 'The Use of Learning Styles in Teaching Social Studies in 7th and 8th Grade: A Case Study'.

PDF Version Also Available for Download.

Citations, Rights, Re-Use

Woodring, Betty Gregory. The Use of Learning Styles in Teaching Social Studies in 7th and 8th Grade: A Case Study, dissertation, August 1990; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc332110/: accessed October 20, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .