Date of Award
1-1-1992
Document Type
Practicum
Degree Name
Doctor of Education
Department
Child and Youth Care Administration
Advisor
Roberta Wong Bouverat
Committee Member
Diane Steinmetz
Keywords
absenteeism, analytic learner, curriculum, detentions, disaffected students, global learner, heuristics, hemispheric preference, learning styles, motivation, neurophysiology, parental involvement, peer acceptance, self-esteem, slow learners, standardized tests, suspensions, teaching strategies, whole language
Abstract
This practicum was proposed to improve the motivational level of disaffected students by utilizing alternative learning strategies designed to match teaching style to the individual learning style of the student. The primary goal was to elevate the test scores on periodic, cumulative, and standardized tests in order to bring students to grade level. The secondary goal was to adjust the curriculum to meet the learning style of the slow learner. Subgoals included decreasing absenteeism, detention, and suspension. Increased parental involvement in school functions and conferences, as well as peer acceptance and approval were also objectives of the practicum.
The eight month implementation began by the writer evaluating the 10 most disaffected students, as based on their standardized test scores and teacher recommendations. The writer utilized knowledge of teaching styles that matched their individual learning styles. These included helping the global learner by using visual approaches, such as the whole language method for reading and manipulatives for math. The analytic learner was taught by auditory methods, such as the use of small sequential steps to the phonetic approach in reading and the use of abstractions in math.
At the conclusion of the eight month period the motivation level of the disaffected students showed a marked improvement among. The match between teaching and learning style was accomplished. This was indicated by improved test scores, a rise in self-esteem, a decrease in absenteeism and disciplinary referrals.