Date of Award

12-1992

Degree Type

Thesis (On-Campus Access Only)

First Advisor

Fran Tangen

Abstract

The learning styles philosophy recognizes that each student learns in a different way or has his/her own unique style of preferred learning. The purpose of this qualitative study is to have a better understanding of learning styles and the different outcomes that result from using a learning styles theory in an elementary classroom. Specifically, the role of the teacher in accommodating for different learning styles will be researched. To investigate this inquiry, a literature review is provided to determine what results have already been found. Further investigations include observations in two elementary school classrooms and interviews with the teachers. The results of this study conclude that the teachers accommodated for learning styles by presenting lessons in a variety of modes. By accommodating for learning styles during instruction, teachers increase their accountability of student learning while students increase their performance.

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