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Original Articles

Cognitive Style and Instructional Preferences: Some Inferences

Pages 393-403 | Published online: 30 Jan 2008

References

  • Isabel B. Myers and Mary H. McCaulley , Manual: A Guide to the Development and Use of the Myers-Briggs Type Indicator ( Palo Alto , Calif. : Consulting Psychologists Press , 1985 ).
  • Ibid. , pp. 95 – 120
  • Ibid. , pp. 1 – 5
  • Allen F. Harrison and Robert M. Bramson , INQ Administration and Interpretation Manual ( Berkeley , Calif. : Bramson, Parlette, Harrison, & Associates , 1977 ); Styles of Thinking (New York: Doubleday, 1982).
  • David W. Churchman , The Design of Inquiry Systems ( New York : Basic Books , 1971 ).
  • Russell Ames , “Teachers' Attributions for Their Own Teaching,” in Teacher and Student Perceptions: Implications for Learning , eds. John M. Levine and Margaret C. Wang ( Hillsdale , N.J. : Lawrence Erlbaum , 1983 ), pp. 105 – 124 Harris Cooper, “Pygmalion Grows Up: A Model for Teaching Expectation Communication and Performance Influence,” Review of Educational Research 49 (Summer 1979): 389–410.
  • Marcia Carlyn , “The Relationship between Myers-Briggs Personality Characteristics and Teaching Preferences of Prospective Teachers,” Doctoral dissertation, Michigan State University, 1976 ; David H. Jonassen, “Personality and Cognitive Style: Predictors of Teaching Style Preferences” (Paper presented at the Association for Educational Communications and Technology Convention, Philadelphia, April 1981); Robert E. Taylor, “An Investigation of the Relationships between Psychological Types in the College Classroom and the Student Perception of the Teacher and Preferred Teaching Practices,” Doctoral dissertation, University of Maryland, 1969; Jeffrey L. Lorentz and Homer Coker, “Myers-Briggs Types as Predictors of Observed Teacher Behavior” (Paper presented at the National Conference on the Use of the Myers-Briggs Type Indicator, East Lansing, Michigan, November 1977).
  • Dona M. Kagan and Kenneth E. Smith , “ Beliefs and Behaviors of Kindergarten Teachers ,” Educational Research , in press.
  • S. Verma and Donald L. Peters , “Day Care Teacher Practices and Beliefs,” Alberta Journal of Educational Research 21 ( March 1975 ): 46 – 55
  • Ibid. ; Patricia R. Webster, “The Teacher Structure Checklist: A Possible Tool for Communication,” Young Children 27 (February 1972): 149–153.
  • Dona M. Kagan and Donald J. Grandgenett , “ Personality and Interaction Analysis ,” Research in Education , in press.
  • Robert W. Norton , Communicator Style ( Beverly Hills , Calif : Sage , 1983 ).
  • Ned A. Flanders , Teacher Influence, Pupil Attitudes, and Achievement ( Washington , D.C. : U.S. Office of Education, Cooperative Research Monograph No. 12 , 1965 ).
  • Norton , Communicator Style.
  • Dona M. Kagan , “Inquiry Mode, Occupational Stress, and Preferred Leadership Style among Teachers,” Unpublished paper.
  • Harrison and Bramson , Styles of Thinking.
  • Dona M. Kagan and Yvonne Tixier y Vigil, “ Students' Cognitive Style and Ratings of Teacher Effectiveness ,” Educational Considerations , in press.
  • Clinic to Improve University Teaching , Teaching Analysis by Students (TABS) ( Amherst , Mass. : University of Massachusetts , 1973 ).
  • Carlyn , “ Relationship ”; Jonassen, “Personality”; Taylor, “Investigation.”
  • Dona M. Kagan and V. Fasan , “Stress and the Instructional Environment,” Unpublished paper.
  • A. Lilley and W. J. Wilkinson , “Personal Characteristics of Teachers and Their Oral Interaction in Further Education Classrooms,” Research in Science and Technological Education 1 ( January 1983 ): 53 – 63
  • Kagan and Fasan , “ Stress.
  • Robert Glaser , “Education and Thinking: The Role of Knowledge,” American Psychologist 39 ( February 1984 ): 93 – 104
  • William C. Bagley , “An Essentialist's Platform for the Advancement of American Education,” Educational Administration and Supervision 24 ( April 1938 ): 251 – 262
  • Peter F. Oliva , Developing the Curriculum ( Boston : Little, Brown , 1982 ), pp. 84 – 198
  • Jerome Bruner , “Models of the Learner,” Educational Researcher 14 (June/July, 1985 ): 5 – 8
  • John Dewey , The Child and the Curriculum ( Chicago : University of Chicago Press , 1902 ), pp. 7 – 14
  • Oliva , Developing the Curriculum , pp. 184 – 198
  • Ibid.
  • Daniel P. Resnick and Lauren B. Resnick , “Standards, Curriculum, and Performance: A Historical and Comparative Perspective,” Educational Researcher 14 ( April 1985 ): 5 – 20
  • Bruner , “ Models.
  • B. A. Sheil , “The Psychological Study of Programming,” Computing Surveys 13 ( March 1981 ): 101 – 120

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