Matching Teachers' and Students' Cognitive Styles

Early Child Development and Care

Volumn 173, Issue 2-3, 2003, Pages 161-173

  Saracho, Olivia N ^a  

^a UNIVERSITY OF MARYLAND   (United States)

Author keywords

Cognitive style; Teachers and students

Indexed keywords

EID: 36749030729     PISSN: 03004430     EISSN: 14768275     Source Type: Journal    
DOI: 10.1080/03004430303097     Document Type: Article

References (72)

1. Anastasi, A. (1996) Psychological Testing. New York: Macmillan.
2. Armstrong, S. J. (1999) Cognitive style and dyadic interaction: a study of supervisors and subordinates engaged in working relationships. Unpublished doctoral thesis. University of Leeds, UK.
3. Armstrong, S. J. (2000) The influence of individual cognitive style on performance in management education, Educational Psychology, 20(3), 323-340.
4. Armstrong, S. J. and Priola, V. (2001) Individual differences in cognitive style and their effects on task and social orientations of self-managed work teams Small Group Research, 32(3), 283-312.
5. Ash, B. F. (1986) Identifying Learning Styles and Matching Strategies for Teaching and Learning (Report No. JC 860 277). MA: US Department of Education, Office of Educational Research and Improvement (ERIC Document Reproduction Service 270 142).
6. Coward, R. T., Davis, J. K. and Wichem, R. O. (1978) Cognitive style and perceptions of the ideal teacher, Contemporary Educational Psychology, 3(3), 232-238.
7. Daniels, H. L. and Moore, D. M. (2000) Interaction of cognitive style and learner control in a hypermedia environment, International Journal of Instructional Media, 27(4), 369-383.
8. Dart, B. C., Burnett, P. C. and Purdie, N. M. (2000) Students' conceptions of learning, the classroom environment, and approaches to learning, The Journal of Educational Research, 93(4), 262-270.
9. DiStefano, J. J. (1970) Interpersonal perceptions of field independent and field dependent teachers and students (Doctoral dissertation, Cornell University, 1969), Dissertation Abstracts International, 31, 463A-464A.
10. Doebler, L. K. and Eicke, F. J. (1979) Effects of teacher awareness of the educational implications of fielddependent/field-independent cognitive style on selected classroom variables, Journal of Educational Psychology, 71(2), 226-232.
11. Ebeling, D. G. (2000) Adapting your teaching to any learning style, Phi Delta Kappan, 82(3), 247-248.
12. Folman, R. Z. (1973) Therapist-patient perceptual style, interpersonal attraction, initial interview behavior, and premature, Dissertation Abstracts International, 34, 1746B (University Microfilms No. 73-23, 482).
13. Ford, N. and Chen, S. Y. (2001) Matching/mismatching revisited: an empirical study of learning and teaching styles, British Journal of Educational Technology, 32(1), 5-22.
14. Frank, B. M. and Davis, J. K. (1982) Effect of field-independence match or mismatch on a communication task, Journal of Educational Psychology, 74, 23-31.
15. Gadzella, B. M. (1999) Differences among cognitive-processing styles groups on personality traits, Journal of Instructional Psychology, 26(3), 161-166.
16. Greene, M. A. (1972) Client perception of the relationship as a function of worker-client cognitive, Dissertation Abstracts International, 33, 3030A-3031A (University Microfilms No. 72-31, 213).
17. Grieve, T. D. and Davis, J. K. (1971) The relationship of cognitive style and method of instruction to performance in ninth grade geography, Journal of Educational Research, 65(3), 137-141.
18. Halphin, G. and Peterson, H. (1986) Accommodating instruction to learners' field independence/dependence: a study of effects on achievement and attitudes, Perceptual and Motor Skills, 62, 967-974.
19. Hodges, R. B. and Evans, J. R. (1983) Effect of three instructional strategies with juvenile delinquent of differing learning styles, Current Trends in Correctional Education, 7(3&4), 57-65.
20. Hudak, M. A. (1985) Review of learning styles inventory, In: Keyser, D. J. and Sweetland, R. C. (Eds.), Test Critiques (Vol. II, pp. 402-410). Kansas City, MO: Test Corporation of American.
21. Humphries, L., Elam, C. L. and Metzler, E. W. (1988) Use of a tutorial in a psychiatry clerkship: teaching styles, learning styles, Journal of Psychiatric Education, 12(1), 51-55.
22. Hunt, D. E. (1970) A conceptual level matching model for coordinating learner characteristics with educational approaches, Interchange, 1(3), 68-82.
23. Hunt, D. E. (1971) Matching Models in Education: The Coordination of Teaching Methods with Student Characteristics. Toronto, Canada: Ontario Institute for Studies in Education.
24. Hunt, D. E. (1978) Theorists are persons, too: on preaching what you practice, In: Parker, C. A. (Ed.), Encouraging Development in College Students (pp. 250-266). Minneapolis, MN: University of Minnesota Press.
25. Hunt, J. (1964) How children develop intellectually, Children, 11, 83-91.
26. Hunt, J. (1971) Using intrinsic motivation to teach young children, Educational Technology, 11, 78-80.
27. James, C. D. R. (1973) A cognitive approach to teacher-pupil interaction and the academic performance of black children. Unpublished master's thesis. Rutgers University, NJ.
28. Kolb, D. A. (1984) Experimental Learning. Englewood Cliffs, NJ: Prentice-Hall.
29. Liu, M. and Reed, W. M. (1994) The relationship between the learning strategies and learning styles in a hypermedia environment, Computers in Human Behavior, 10(4), 419-434.
30. Lyons, C. A. (1985) The relationship between prospective teachers' learning preference/style and teaching preference/style, Educational and Psychological Research, 5(4), 275-297.
31. Mahlios, M. C. (1990) The influence of cognitive style on the teaching practices of elementary teachers, In: Saracho, O. N. (Ed.), Cognitive Style and Early Education (pp. 129-147). New York: Gordon & Breach Science Publishers.
32. McDonald, E. R. (1984) The relationship of student and faculty field dependence-independence congruence to student academic achievement, Educational and Psychological Measurement, 44, 725-731.
33. Miller, A. (1981) Conceptual matching models and interactional research in education, Review of Educational Research, 51(1), 33-84.
34. Moran, A. (1991) What can learning styles research learn from cognitive psychology?, Educational Psychology, 11(3&4), 239-245.
35. Packer, J. and Bain, J. D. (1978) Cognitive style and teacher-student compatibility, Journal of Educational Psychology, 70(5), 864-871.
36. Pettigrew, F. and Buell, C. (1989) Preservice and experienced teachers' ability to diagnose learning styles, Journal of Educational Research, 82(3), 187-189.
37. Pettigrew, F. and Heikkinen, M. (1985) Increased psychomotor skill through eclectic teaching, The Physical Educator, 43(3), 140-146.
38. Phillips, F. (1998) Accounting students' beliefs about knowledge: associating performance with underlying belief dimensions, Issues in Accounting Education, 13, 113-126.
39. Phillips, F. (1999) Business students' learning preferences and associated task performance, Journal of Education for Business, 75(1), 27-32.
40. Ramirez, M. and Castaneda, A. (1974) Cultural Democracy Bicognitive Development, and Education. New York: Academic Press.
41. Reiff, J. (1982) Identifying learning preferences of young children. Paper presented at the meeting of the Association for Childhood Education International Conference, Atlanta, GA, April.
42. Renninger, K. A. and Snyder, S. S. (1983) Effects of cognitive style on perceived satisfaction and performance among students and teachers, Journal of Educational Psychology, 75, 668-676.
43. Riding, R. J. and Agrell, T. (1997) The effect of cognitive style and cognitive skills on school subject performance, Educational Studies, 23, 311-323.
44. Riding, R. and Pearson, F. (1994) The relationship between cognitive style and intelligence, Educational Psychology, 4, 413-425.
45. Riding, R. J. and Rayner, S. G. (1998) Cognitive Style and Learning Strategies. London: David Fulton Publishers.
46. Riding, R. J. and Wigley, S. (1997) The relationship between cognitive style and personality in further education students, Personality and Individual Differences, 23, 379-389.
47. Ross, H. G. (1980) Matching achievement styles and instructional environments, Contemporary Educational Psychology, 5(3), 216-226.
48. Ross, J. A. (1990) Learning to control variables: main effects and aptitude treatment interactions of two rulegoverned approaches to instruction, Journal of Research in Science Teaching, 27(6), 523-539.
49. Saracho, O. N. (1980) The relationship between teachers' cognitive styles and their perceptions of their students' academic competence, Educational Research Quarterly, 5, 40-49.
50. Saracho, O. N. (1983a) Assessing cognitive style in young children, Studies in Educational Evaluation, 8, 229-236.
51. Saracho, O. N. (1983b) Relationship between cognitive style and teachers' perceptions of young children's academic competence, Journal of Experimental Education, 51, 184-189.
52. Saracho, O. N. (1984) Educational implications of the matched and mismatched of students' and teachers' cognitive styles. Paper presented at the annual conference of the American Educational Research Association, New Orleans, LA, April.
53. Saracho, O. N. (1988a) Cognitive style and early childhood practice, In: Spodek, B., Saracho, O. N. and Peters, D. L. (Eds.), Professionalism and the Early Childhood Practitioner (pp. 173-188). New York: Teachers College Press.
54. Saracho, O. N. (1988b) Cognitive styles: implications for the preparation of early childhood teachers, Early Child Development and Care, 30, 1-11.
55. Saracho, O. N. (1990) The match and mismatch of teachers' and students' cognitive styles, Early Child Development and Care, 54, 99-109.
56. Saracho, O. N. (1991a) Students' preference for field-dependence-independence teacher characteristics, Educational Psychology, 11(3&4), 323-332.
57. Saracho, O. N. (1991b) Teacher expectations and cognitive style: implications for students' academic achievement, Early Child Development and Care, 77, 97-108.
58. Saracho, O. N. (1993) The effects of the teachers' cognitive styles on their students' academic achievement, International Journal of Early Childhood, 25(2), 37-40.
59. Saracho, O. N. (1997) Teachers and Students' Cognitive Styles in Early Childhood Education. Westport, CT: Greenwood Publishing Group.
60. Saracho, O. N. (1998) Teachers' perceptions of their matched students, International Journal of Educational Research, 29(3), 219-225.
61. Saracho, O. N. (1999) A framework for effective classroom teaching: matching teachers and students' cognitive styles, International Perspectives on Individual Differences, 1, 297-314.
62. Saracho, O. N. (2001) Cognitive style and kindergarten pupils' preferences for teachers, Learning and Instruction, 11, 195-209.
63. Saracho, O. N. and Dayton, C. M. (1980) Relationship of teachers' cognitive styles to pupils' academic achievement gains, Journal of Educational Psychology, 72, 544-547.
64. Saracho, O. N. and Spodek, B. (1981) Teachers' cognitive styles and their educational implications, Educational Forum, 45(2), 153-159.
65. Saracho, O. N. and Spodek, B. (1986) Cognitive style and children's learning: Individual variations in cognitive processes, In: Katz, L. G. (Ed.), Current Topics in Early Childhood Education (Vol. VI, pp. 177-194). Norwood, NJ: Ablex.
66. Saracho, O. N. and Spodek, B. (1994) Matching preschool children's and teachers' cognitive styles, Perceptual and Motor Skills, 78, 683-689.
67. Stasz, C., Shavelson, R. J., Cox, D. L. and Moore, C. A. (1976) Field independence and the structuring of knowledge in a social studies minicourse, Journal of Educational Psychology, 68(2), 550-558.
68. Trout, J. S. and Crawley, F. E. (1985) The effects of matching instructional strategy and selected student characteristics on ninth grade physical science students' attitudes and achievement, Journal of Research in Science Teaching, 22, 407-419.
69. Turner, N. D. (1993) Learning styles and metacognition, Reading Improvement, 30(2), 82-85.
70. Winnie, P. H. and Marx, R. W. (1980) Matching students' cognitive styles to teaching skills, Journal of Educational Psychology, 72(2), 257-264.
71. Witkin, H. A. (1965) Some implications of research on cognitive style for problems of education, Archivio Di Psicologia Neurologia e Psichiatria, 26, 27-54.
72. Witkin, H. A., Moore, C. A., Goodenough, D. R. and Cox, P. W. (1977) Field-dependent and field-independent cognitive styles and their educational implications, Review of Educational Research, 47(1), 1-64.