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International Journal of Early Childhood

, Volume 25, Issue 2, pp 37–40 | Cite as

The effects of the teachers’ cognitive styles on their students academic achievement

  • Olivia N. Saracho
Section-1

Keywords

Academic Achievement Field Dependent Cognitive Style Post Test Future Teacher 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Résumé

Cet article examine différents types de styles cognitifs des professeurs et des élèves. Il examine les différences entre les individus sur le plan dépendance (Field Dependent, FD) et sur le plan indépendance (Field Independent, FI), et les conséquences de la personnalité, l’intelligence et le comportement social. Les résultats des tests utilisant le C.E.F.T. et des professeurs utilisant le G.E.F.T., sont examinés et comparés avec d’autres données de recherches débouchant sur les implications théoriques à la fois pour les enfants et les professeurs dans le cadre scolaire.

Resumen

Este artículo examina la diferencia de los estilos cognitivos de maestros y alumnos. Examina las diferencias individuales entre el campo de dependencia (Field Dependence, FD) y el campo independencia (Field Independent, FI) y los efectos de la personalidad, inteligencia y comportamiento social. Los resultados en el examen de niños usando el examen (CEFT) y educadores usando el examen (GEFT) son examinadas y comparadas con otros información de investigación, mostrando las implicaciones teoricas de ambos niños y maestros en ambientes escolares.

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Copyright information

© Springer 1993

Authors and Affiliations

  • Olivia N. Saracho
    • 1
  1. 1.Department of Curriculum & InstructionUniversity of MarylandCollege ParkUSA

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