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Teachers’ Ability to Perceive Student Learning Preferences: "I'm sorry, but I don't teach like that."

by Carleton R Holt, George Denny, Matthew Capps & Jack B. De Vore - February 25, 2005

The purpose of this study was to determine if teachers are able to perceive their students’ learning preferences more accurately than random guessing, and if percent accuracy differed by school district, grade level, or number of students rated. Results revealed the percentage of learning preferences teachers assessed correctly had a mean of 30.3% whereas random guessing would have been 25%. Rating accuracy did not differ significantly by school district, grade, or number of students. Based on the findings, we recommend schools utilize a learning preference assessment to provide teachers with accurate information about their students’ learning preferences prior to developing instructional lesson plans. Further, evaluation systems should assess the match between instructional methodology and individual student learning preferences if the goal is to meet the expectations of proficient learning for all students.

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Cite This Article as: Teachers College Record, Date Published: February 25, 2005
https://www.tcrecord.org ID Number: 11767, Date Accessed: 9/26/2020 5:53:36 AM

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About the Author
  • Carleton Holt
    University of Arkansas
    E-mail Author
    CARLETON R. HOLT is the Educational Leadership Department Graduate Coordinator at the University of Arkansas. He was a band director, coach, and school administrator in the public schools in Iowa and South Dakota for over thirty years. Dr. Holt received the first annual Alumni Leadership Award from the School of Education at the University of South Dakota. His research interests are centered on the successful marketing of school bond issues, student learning preferences and school health programs. Recent publications: Holt, C. R., Smith, R. M., & Capps, M. A. (2004). School facilities: The state department’s influence. The AASA Journal of Scholarship & Practice, 1(3), 6-10. Holt, C. R. (2002). School bond success: A strategy for building America’s schools (2nd ed.). Lanham, MD: Scarecrow Press, Inc.
  • George Denny
    University of Arkansas
    GEORGE DENNY is Associate Professor of Educational Foundations at the University of Arkansas. Denny teaches courses in statistics and research methods. His research is in the areas of program evaluation, survey research, and instrument development. Recent publications: Denny, G., Young, M., Rausch, S., & Spear, C. (2002). An evaluation of an abstinence education curriculum series: Sex Can Wait. American Journal of Health Behavior, 26(5), 366-377. Young, M., Donnelly, J., & Denny, G. (2004). Area specific self-esteem, values, and adolescent sexual behavior. American Journal of Health Education, 35, 282-289.
  • Matthew Capps
    University of Arkansas
    MATTHEW CAPPS is an assistant professor of Educational Leadership at the University of Arkansas. Before coming to the University of Arkansas, Dr. Capps spent time in Texas as a public school science teacher in junior high and high school, an elementary assistant principal and intermediate school principal. Dr. Capps’ research interests include areas of school culture and environment, data-based decision making, and school law. Recent publication: Holt, C. R., Smith, R. M., & Capps, M. A. (2004). School facilities: The state department’s influence. The AASA Journal of Scholarship & Practice, 1(3), 6-10.
  • Jack De Vore
    University of Arkansas
    JACK B. DE VORE is an Associate Professor in the Rehabilitation, Human Resources and Communication Disorders at the University of Arkansas, Fayetteville, having joined the university faculty in 1970. He received his Ph.D. from Kansas State University in the Department of Adult and Occupational Education. His research interests include Technology Education, Solar Energy, Learning Preferences and Compressed Interactive Video. Recent publications: Campbell, N., & De Vore, J. (2003). Results of a study on learning preference of incarcerated women. International Journal of Learning. Cambiano, R., & De Vore, J. (2003). Instruction via distance learning does not compromise quality. Common Ground Publishing.
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