Teaching styles and pupil progress
Investigates influence of teaching methods on achievement of primary school students based on data drawn from 871 primary schools in UK - The aim was to answer two basic questions: 'Do differing teaching styles result in disparite student progress?' 'Do different types of students have a better performance under certain methods of teaching?'. The research design was made up of the following stages: Breakdown of the terms 'progressive' and 'conventional instruction' into their constituent elements via a literature review and interviews with primary school teachers. A cluster analysis was then used to create a typology of methods grouping together teachers responding similarly. It was validated by classroom observation and perception of students. Those teachers who most closely reflected central profile of each type were selected and their students followed through 1 school year. A typology of student characteristics was created based on personality tests. Investigation of teacher attitudes and teacher characteristics revealed a strong link between teacher aims and opinions and the way they teach. It was found that achievement in English, reading and mathematics was better in formal teaching apart for low ability students and that there was no superiority of any one method in imparting creative ability in writing. As regards student personality and attainment, teaching style is more powerful than personality, most students showing more progress in formal classroom environment. This is also the case with student behaviour.
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| Format: | book biblioteca |
| Language: | eng |
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Open Books
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| Subjects: | Classroom environment, English, Mathematics, Personality, Primary school students, Primary school teachers, Primary schools, Reading, Slow learners, Student behaviour, Teacher attitudes, Teaching methods, Writing, |
| Online Access: | https://unesdoc.unesco.org/ark:/48223/pf0000165426 |
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