Aptitude-Treatment Interactions in an Experiment on Teacher Effectiveness

Use of actual and preferred Classroom Environment Scales in person–environment fit research.

“…Furthermore the teacher style variable was not significantly related to any outcome, suggesting that person-environment fit in this case was more important for enhancing student outcomes than teacher style per se. This fascinating finding that person-environment fit was at least as important as actual environment per se in predicting learning outcomes also has emerged in studies reported by Pervin (1967), Domino (1971), Ward and Barcher (1975), Solomon andKendall (1976), andWinne (1977).…”

Matching students' cognitive responses to teaching skills.

“…To the extent that our hypotheses about learning from lectures were accurate, we expected important differences in learning to arise. The last eight lectures of the semester constituted the experimental period during which material for Quizzes 4 and 5 was delivered using composite teacher behaviors derived from previous prose learning and teacher effectiveness research (Clark et al, 1979; see also Winne, 1977). Each composite, its components, and students' intended coordinate cognitive response is listed in Table 1.…”

Effective Teaching: Sensory Learning Styles versus General Memory Processes

“…Research using this design has also been conducted to examine non-sensory learning preferences. For example, Winne (1977 ) examined the match between grade six students' preferences and teachers' structure and questioning methods and observed no eff ect of matching. Rather, student aptitude (interest and prior knowledge) for the subject area had the strongest eff ect on learning performance regardless of teaching method, an individual diff erence we will return to.…”

“…Throughout the past fi ve decades, educators and researchers have published numerous reviews and metaanalyses of this research, examining learning styles generally (e.g., Bracht, 1970 ;Winne, 1977 ;Lloyd, 1984 ;Curry, 1990 ;Reynolds, 1997 ;Dembo, & Howard, 2007 ;Ivie, 2009 ;Lalley & Gentile, 2009 ;Scott, 2010 ) and sensory learning styles specifi cally (e.g., Tarver & Dawson, 1978 ;Kampwirth, & Bates, 1980 ;Kavale & Forness, 1987 ;Stahl, 1999 ;Willingham, 2005 ;Pashler, Bain, Bottge, Graesser, Koedinger, McDaniel, et al ., 2007 ). All concluded that there was no empirical support for the practice of tailoring instruction to students' learning styles.…”

“…One implication of this feature is that having existing knowledge in one's memory that is relevant to new 5 2015, Volume 4, Article 2 Innovative Teaching information is an obvious advantage to a learner (e.g., Winne, 1977 ). In formal educational settings such relevant knowledge is often specifi ed as prerequisites or basic knowledge.…”