Utilizing Modality Theory to Achieve Academic Success

Autor/inn/en	Lister, Dena; Ansalone, George
Titel	Utilizing Modality Theory to Achieve Academic Success
Quelle	In: Educational Research Quarterly, 30 (2006) 2, S.20-30 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0196-5042
Schlagwörter	Grade 6; Teaching Methods; Academic Failure; Social Mobility; Academic Achievement; Student Attitudes; Cognitive Style; Performance Based Assessment; Research Methodology; Foreign Countries; Gifted Disadvantaged; Kinesthetic Methods + Suchen Sie Ihr Suchwort? School year 06; 6. Schuljahr; Schuljahr 06; Teaching method; Lehrmethode; Unterrichtsmethode; Soziale Mobilität; Schulleistung; Schülerverhalten; Cognitive styles; Kognitiver Stil; Leistungsermittlung; Research method; Forschungsmethode; Ausland
Abstract	Education accompanied by social mobility is the cornerstone of the American dream. Yet, each year scores of children, especially those from the underprivileged class, fail to meet even the most modest academic expectations and subsequently never reach their academic potential. This research rejects earlier explanations of academic failure and suggests that Modality theory, the idea that students differ in their ability to learn new and difficult material depending on the manner in which it is presented, may offer a viable strategy for facilitating academic success. Some research suggests that one specific form of modality- tactual/ kinesthetic presentations, demonstrates promise for improving academic achievement especially when employed with underachievers. This research explores the use of tactual/ kinesthetic teaching strategies with a group of underachieving 6th grade Bermudian children. It reveals that underachievers do, in fact, learn differently than other students and that the tactual/ kinesthetic resources may promote a more positive attitude among the students leading to greater engagement with their education and subsequently improved cognitive achievement. This study asserts that the issue of academic failure lies less with the socio-cultural make-up of the student than with the educational delivery system, student attitude and intensity of student engagement in their own learning. (ERIC).
Anmerkungen	Behavioral Research Press. Grambling State University, Math Department, P.O. Box 1191, Grambling, LA 71245. Tel: 318-274-2425
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10