Model
Digital Document
Publisher
Florida Atlantic University
Description
In this study, the relationships among cognitive styles of teachers, students
and reading rnaterials were studied. Children in second and fourth
grade classr:ooms were matched with their teachers on elements on their
cognitive style maps. A construct of cognitive style developed by Dr.
Joseph Hill of Oakland Community College was used. This construct
examines the subject in four areas: 1) the subject's use of theoretical
symbols, such as, words and numbers, 2) his reactions to qualitative
codes, such as, sensory or kinesic information, 3) the cultural deterrninants
of his actions and 4) the modes of reasoning he prefers. This study indicated that it was possible to map young children and their
teachers and arrive at a comparison of teachers' and students' maps.
Interaction did occur in the classroom based on the similarities and
differences between students and teachers. Achievement in reading
was affected by this interaction.
and reading rnaterials were studied. Children in second and fourth
grade classr:ooms were matched with their teachers on elements on their
cognitive style maps. A construct of cognitive style developed by Dr.
Joseph Hill of Oakland Community College was used. This construct
examines the subject in four areas: 1) the subject's use of theoretical
symbols, such as, words and numbers, 2) his reactions to qualitative
codes, such as, sensory or kinesic information, 3) the cultural deterrninants
of his actions and 4) the modes of reasoning he prefers. This study indicated that it was possible to map young children and their
teachers and arrive at a comparison of teachers' and students' maps.
Interaction did occur in the classroom based on the similarities and
differences between students and teachers. Achievement in reading
was affected by this interaction.
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