Teaching Styles/Achievement Teaching Styles and Research Paper

Excerpt from Research Paper :

Students that have adapted, whether it is for cultural reasons or because an another style was better suited for the subject, may continue to show higher achievement even in future classrooms that do not implement the teaching styles that have been found to be ideal for achievement levels. Future research should also look to see if teaching styles beyond the recommendations of No Child Left Behind can acquire the improvement in achievement NCLB seeks.


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Morgan, H. (2010). Improving Schooling for Cultural Minorities: The Right Teaching Styles Can Make a Big Difference. Educational Horizons, 88(2), 114-120.

Payne-Tsoupros, C. (2010). No Child Left Behind: Disincentives to Focus Instruction on Students Above the Passing Threshold. Journal of Law & Education,39(4), 471-501.

Ruiz-Gallardo, J., Castano, S., Gomez-Alday, J., & Valdes, a. (2011). Assessing student workload in Problem-Based Learning: Relationships among teaching method, student workload and achievement. A case study in Natural Sciences. Teaching and Teacher Education, 27, 619-627.

Woolhouse, M. (2003). Learning…

Sources Used in Document:

references for teaching styles matter in academic achievement: scientific and practical implications. Educational Psychology, 28(6), 615-625.

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