Enhancing Excellence and Equity in Schooling: Modality Theory, an International Perspective

Autor/inn/en	Chen, Hsin-Tzu; Ansalone, George
Titel	Enhancing Excellence and Equity in Schooling: Modality Theory, an International Perspective
Quelle	In: Educational Research Quarterly, 32 (2008) 1, S.30-49 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0196-5042
Schlagwörter	Cognitive Style; Student Attitudes; Measures (Individuals); Foreign Countries; Gender Differences; Age Differences; Cultural Influences; Cross Cultural Studies; Statistical Analysis; Models; Taiwan + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Schülerverhalten; Messdaten; Ausland; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Cultural influence; Kultureinfluss; Cultural comparison; Kulturvergleich; Statistische Analyse; Analogiemodell
Abstract	This international research examines the learning style preferences of Taiwanese students by gender and age in an attempt to determine which of the five learning style stimuli (environmental, emotional, sociological, physiological and psychological) are more likely to be a factor in student academic success. Utilizing an international perspective, this study explores if gender, age and culture impact on students' learning style. The study contributes to the growing body of research on Modality theory while; the international perspective allows us to explore this concept and collect data cross-culturally. (Contains 1 figure and 4 tables.) (As Provided).
Anmerkungen	Behavioral Research Press. Grambling State University, Math Department, P.O. Box 1191, Grambling, LA 71245. Tel: 318-274-2425; Web site: http://www.gram.edu/education/erq/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10