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The use of learning and teaching str...

Flores, Irma Maria.

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The use of learning and teaching strategies at the School of Education, Universidad Autonoma de Nuevo Leon in Monterrey, Mexico.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The use of learning and teaching strategies at the School of Education, Universidad Autonoma de Nuevo Leon in Monterrey, Mexico./
作者:	Flores, Irma Maria.
面頁冊數:	138 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2763.
Contained By:	Dissertation Abstracts International64-08A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3103595

The use of learning and teaching strategies at the School of Education, Universidad Autonoma de Nuevo Leon in Monterrey, Mexico.
Flores, Irma Maria.

The use of learning and teaching strategies at the School of Education, Universidad Autonoma de Nuevo Leon in Monterrey, Mexico. - 138 p.

Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2763.

Thesis (Ed.D.)--Loyola University of Chicago, 2003.

This thesis analyzes data on how learning and teaching strategies are actually used by students and professors at the undergraduate level in the School of Education (SOE) of Universidad Autonoma de Nuevo Leon (UANL), in Monterrey, Mexico.Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

The use of learning and teaching strategies at the School of Education, Universidad Autonoma de Nuevo Leon in Monterrey, Mexico.
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500 $a Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2763.
500 $a Director: Robert Cienkus.
502 $a Thesis (Ed.D.)--Loyola University of Chicago, 2003.
520 $a This thesis analyzes data on how learning and teaching strategies are actually used by students and professors at the undergraduate level in the School of Education (SOE) of Universidad Autonoma de Nuevo Leon (UANL), in Monterrey, Mexico.
520 $a There were three broad conclusions. First, students tend to employ basically only one learning strategy, 'I underline important ideas'. This learning strategy falls into the category of rehearsal. The learning strategies that require more intellectual work and the development of critical thinking skills (elaboration and organization strategies) are scarcely used by the students. Professors tend to rely only on the teaching strategies of 'homework exercises' and 'mainly lectures', to teach the content of the class. Strategies like these do not contribute to the development of complex skills like critical thinking among the students. There is a mismatch between what professors would like students to do and what the students are really doing. For instance, professors teach assuming that students are taking notes, but in class they are only underlying in the textbook what the professor highlights during lecture.
520 $a Second, there are no differences in the use of learning strategies by students dimensions (undergraduate year, gender, work status, and parent's academic background).
520 $a Third, there are no differences in the teaching styles of professors according to their academic background or working status.
520 $a These three conclusion suggest that professors and students are not fully aware of how learning and teaching strategies can help them to raise the quality of the learning process and the teaching methods. As professors believe that their students should know from their previous schooling how to employ these strategies in a correct manner, they are not willing to spend class time teaching those strategies, and only use them in a very limited way as personal tools to explain the class material.
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