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DDI2.5 XML CODEBOOK RECORD FOR STUDY NUMBER 1398 Cognitive and Affective Outcomes of Differing Teaching Styles, 1972-1974 139810.5255/UKDA-SN-1398-1 Jordan, J., University of Lancaster, Department of Educational Research Bennett, S. N., University of Lancaster, Department of Educational Research Entwistle, N., University of Lancaster, Department of Educational Research Wade, B., University of Lancaster, Department of Educational Research Long, G., University of Lancaster, Department of Educational Research No information recorded Economic and Social Research Council UK Data Service 01 January 1980 ABILITY GROUPINGATTITUDESCREATIVITYEDUCATIONAL OBJECTIVESEDUCATIONAL TESTSEDUCATIONAL TIMETABLESEXTRACURRICULAR ACTIVITIESGROUP WORK (TEACHING METHOD)HOMEWORKLANGUAGE TEACHINGLESSONSMATHEMATICS EDUCATIONMOTIVATIONPERSONALITYPRIMARY SCHOOL TEACHERSSCHOOL DISCIPLINESCHOOLCHILDRENSOCIOMETRYSTUDENT ATTITUDESTUDENT PARTICIPATIONTEACHER-STUDENT RELATIONSHIPTEACHINGTEACHING MATERIALSTEACHING METHODS Compulsory and pre-school education Abstract copyright UK Data Service and data collection copyright owner.The 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.Main Topics: Variables 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. 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. 1972 - 197401 January 197201 January 1974 England CumbriaLancashire SubnationalPupilsTeachers Teachers and pupils in primary schools in Lancashire and Cumbria 1st study: one-time 2nd study: pupils were tested at the beginning and the end of their 4th year at primary school No sampling (total universe) Postal surveyEducational measurements The Data Collection is available to UK Data Service registered users subject to the <a href="https://ukdataservice.ac.uk/app/uploads/cd137-enduserlicence.pdf" target="_blank">End User Licence Agreement</a>.Commercial use of the data requires approval from the data owner or their nominee. The UK Data Service will contact you. See <restrctn> Bennett, N. and Jordan, J. (1975) 'A typology of teaching styles in primary schools', British Journal of Educational Psychology, 20-28 A typology of teaching styles in primary schools Bennett, N. (1976) Teaching styles and pupil progress, Cambridge, Massachusetts, USA | London: Harvard University Press | Open Books. Teaching styles and pupil progress Bennett, N. and Entwhistle, N. (1976) Cognitive and affective outcomes of differing teaching styles: Final report to SSRC [Research report], : SSRC. Cognitive and affective outcomes of differing teaching styles Wade, B. (1979) Anxiety and achievement motivation in relation to the cognitive attainment and behaviour of pupils in formal and informal classrooms, [Thesis], Lancaster: University of Lancaster. Anxiety and achievement motivation in relation to the cognitive attainment and behaviour of pupils in formal and informal classrooms https://oai.ukdataservice.ac.uk:8443/oai/provider 1398 2024-11-28T07:20:59Z ddi:codebook:2_5