A Study of the Teaching and Learning Styles in Ontario Schools=Une Etude des Styles d'Enseignement et d'Apprentissage dans les Ecoles de l'Ontario.

Autor/inn/en	Rancourt, Richard; Dionne, Jean-Paul
Institution	Ottawa Univ. (Ontario).
Titel	A Study of the Teaching and Learning Styles in Ontario Schools=Une Etude des Styles d'Enseignement et d'Apprentissage dans les Ecoles de l'Ontario.
Quelle	(1981), (421 Seiten)Verfügbarkeit
Sprache	englisch; französisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Abstract Reasoning; Cognitive Processes; Cognitive Style; Concept Formation; Divergent Thinking; Educational Philosophy; Elementary Secondary Education; Epistemology; Foreign Countries; Individual Differences; Knowledge Level; Learning Processes; Logical Thinking; Specialization; Student Teacher Relationship; Teacher Attitudes; Teaching Methods; Teaching Styles; Canada + Suchen Sie Ihr Suchwort? Abstraktes Denken; Denken; Cognitive process; Kognitiver Prozess; Cognitive styles; Kognitiver Stil; Concept learning; Begriffsbildung; Bildungsphilosophie; Erziehungsphilosophie; Erkenntnistheorie; Ausland; Individueller Unterschied; Wissensbasis; Learning process; Lernprozess; Arbeitsteilige Spezialisierung; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstil; Unterrichtsstil; Kanada
Abstract	Psycho-epistemology provides a framework for this study on interrelationships among teachers, subject matter, and learners. Chapter 1 presents the polemics that lead to the problem, including sections on educational divergence, the noncumulative nature of knowledge in education, the divergence of opinion regarding the "best" teaching and learning strategies, and the necessity for teachers to have a philosophy of education. Chapter 2 justifies and explains the selection of Royce's "Multi-Factor Theory of Individuality", and his "Psycho-Epistemological Styles" model, as a possible explanation of divergent views in education. In chapter 3, a theoretical and conceptual classification of teaching models, along with subject matter categories, is described in terms of Royce's psycho-epistemological styles. The isolation of the problem and subsequent statement of hypotheses relevant to the problem are discussed in the last two sections of the chapter. Chapter 4 is an exposition of the methodology and the design; a description of the four instruments, the sample, and the procedure employed to connect the data are provided. The results of the empirical investigation are presented and discussed in chapter 5. The study closes with presentation of implications and conclusions. (JD)
Anmerkungen	Ontario Government Bookstore, 880 Bay Street, Toronto, Ontario, Canada M7A 1L2 ($8.50).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC