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Spring 2009
ISSN 0890-913X
Volume 24, Number 2

Is There a Disconnect Between Teaching Styles and Learning Styles in High School Economics Classes?

Jane S. Lopus, California State University, Hayward
Jody Hoff, Idaho Council on Economic Education
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EDUCATIONALNOTESTheJournalofPrivateEnterprise24(2),2009,157-164IsThereaDisconnectBetweenTeachingStylesandLearningStylesinHighSchoolEconomicsClasses?JaneLopus*CaliforniaStateUniversity,EastBayJodyHoffSanFranciscoFederalReserveBankAbstractTeachershavepreferredteachingstyles,andstudentshavepreferredlearningstyles.Ideallybutunrealistically,studentswouldbematchedwithteacherswhoseteachingstylesmatchtheirlearningstyles.Thirty-nineCaliforniahighschooleconomicsteachersandtheir1290studentsweresurveyedonpreferredteachingandlearningstyles.Resultsindicatethatteachersandstudentsexhibitdifferentpreferencesandthatteachersaresignificantlymoreenthusiasticaboutallthemethodslistedthanarestudents.Althoughitisrecommendedthatteachersbeawareofstudents'learningstyles,itisalsoimportantforteachers,intheroleofpedagogicalexperts,toexposestudentstodifferentmethodsandmaterialsforlearning.JELCodes:A10,A21Keywords:Highschooleconomics;Teachingstyles;LearningstylesI.IntroductionDifferentstudentslearnbestbydifferentmethods.Forexample,somemaybeauditorylearnersandbenefitmorethanothersfromlisteningtolectures.Othersmaylearnbestbyworkingincooperativegroups.Teachersalsohavepreferencesaboutthemethodsthattheythinkaremosteffective.Ifstudentslearnbestbyonemethodandteachersteachbestbyanothermethod,therearelikelytobe*PreparedforpresentationattheannualconferenceoftheAssociationofPrivateEnterpriseEducation,LasVegasNV,April6-8,2008.WethankAPEEcolleaguesforhelpfulcomments.157
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