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Please use this identifier to cite or link to this item: https://t2-4.bsc.es/jspui/handle/123456789/67280
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dc.creatorJordan, J., University of Lancaster, Department of Educational Researchen
dc.creatorBennett, S. N., University of Lancaster, Department of Educational Researchen
dc.creatorEntwistle, N., University of Lancaster, Department of Educational Researchen
dc.creatorWade, B., University of Lancaster, Department of Educational Researchen
dc.creatorLong, G., University of Lancaster, Department of Educational Researchen
dc.date1980-01-01T00:00:00Zen
dc.identifier10.5255/UKDA-SN-1398-1-
dc.identifier1398-
dc.identifierhttp://doi.org/10.5255/UKDA-SN-1398-1-
dc.identifier.urihttps://t2-4.bsc.es/jspui/handle/123456789/67280*
dc.description<P>Abstract copyright UK Data Service and data collection copyright owner.</P>en
dc.descriptionThe aim of this study was to discover whether or not different types of teaching style could be identified, and what effect they would have on pupils' development.en
dc.description<B>Main Topics</B>:<BR>en
dc.descriptionVariables<br> There were two separate projects. In the first, on teaching styles, about 900 3rd and 4th year primary school teachers, and the head teachers from their schools, answered questionnaires which were sent to them. The data eventually used for analysis was from 468 fourth year teachers' responses to questions about teaching methods and attitudes. Cluster analysis was used to identify teacher types from which typical teachers were chosen as the basis for the second project.<br> In the second project, the classes of selected teachers were given various mathematics, reading, personality and behavioural tests at the beginning and the end of the academic year. A pupil typology was constructed, and it was attempted to relate this to performance, and performance changes, as well as to teaching style.en
dc.languageen-
dc.rightsNo information recordeden
dc.subjectABILITY GROUPINGen
dc.subjectATTITUDESen
dc.subjectCREATIVITYen
dc.subjectEDUCATIONAL OBJECTIVESen
dc.subjectEDUCATIONAL TESTSen
dc.subjectEDUCATIONAL TIMETABLESen
dc.subjectEXTRACURRICULAR ACTIVITIESen
dc.subjectGROUP WORK (TEACHING METHOD)en
dc.subjectHOMEWORKen
dc.subjectLANGUAGE TEACHINGen
dc.subjectLESSONSen
dc.subjectMATHEMATICS EDUCATIONen
dc.subjectMOTIVATIONen
dc.subjectPERSONALITYen
dc.subjectPRIMARY SCHOOL TEACHERSen
dc.subjectSCHOOL DISCIPLINEen
dc.subjectSCHOOLCHILDRENen
dc.subjectSOCIOMETRYen
dc.subjectSTUDENT ATTITUDEen
dc.subjectSTUDENT PARTICIPATIONen
dc.subjectTEACHER-STUDENT RELATIONSHIPen
dc.subjectTEACHINGen
dc.subjectTEACHING MATERIALSen
dc.subjectTEACHING METHODSen
dc.subject1972-1974en
dc.subjectEnglanden
dc.titleCognitive and Affective Outcomes of Differing Teaching Styles, 1972-1974en
dc.typeDataseten
dc.coverageEnglanden
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