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ID 14114
本文ファイル
著者
Tamaoka, Katsuo
NDC
心理学
抄録(英)
To ascertain possible differences and similarities in learning styles of Cree, Dene (Chipewyan), and Metis students and the instructional styles of Native and non-Native teachers in northern Saskatchewan, Canfield's Learning Styles Inventory was administered to 280 grade 7-9 students (81 Cree, 65 Dene and 134 Metis) and Canfield's Instructional Styles Inventory to 79 teachers (15 Natives and 64 non-Natives). Results showed significant differences on four scales of learning style, indicating Dene students were less negative towards a competitive learning situation ; were least negative towards learning through written materials ; and had less preference for learning by direct experience than Cree or Metis students. Findings also indicated that non-Native teachers more strongly preferred to teach from logically and clearly organized materials than did Native teachers, and that Native teachers were more likely to encourage students to work independently. Although both Native and non-Native teachers were congruent on more than 650f all instructional learning components with all student groups, it was found that native teachers were congruent with all student groups at a higher percentage and on a greater number of components than was true for non-Native teachers.
掲載誌名
松山大学論集
2巻
1号
開始ページ
71
終了ページ
93
出版年月日
1990
ISSN
0916-3298
言語
英語
NII資源タイプ
紀要論文
広大資料タイプ
学術雑誌論文
DCMIタイプ
text
フォーマット
application/pdf
著者版フラグ
publisher
部局名
留学生センター