Off-campus UNL users: To download campus access dissertations, please use the following link to log into our proxy server with your NU ID and password. When you are done browsing please remember to return to this page and log out.
Non-UNL users: Please talk to your librarian about requesting this dissertation through interlibrary loan.
DIFFERENCES IN INSTRUCTIONAL PRACTICES IN STUDY TECHNIQUES AS PROVIDED BY TWO GROUPS OF TEACHERS (DEVELOPMENTAL EDUCATION, LEARNING CENTER, SKILLS)
Abstract
The Purpose. The purpose of this study was to compare two groups of teachers graduated from a single institution, one group who received explicit instruction in study skills as undergraduates and the second group who did not receive such instruction, in the teaching of study skills in their K-12 classrooms. The Research Question. Is there a difference between teachers from a single institution, one group who completed specific Learning Center courses and the other group who did not complete such courses, in the self-reported learning and teaching of study techniques? The Procedure. The self-reported learning and teaching of study techniques were examined for fifty teachers. Twenty-five had completed a Study Skills or Listening and Notetaking class as undergraduates, and twenty-five had not taken either class. Data were gathered from demographic information and interviews with the teachers. The Findings. Comparisons of data show there is a significant difference in the learning of study techniques between the two groups of teachers; however, there is little difference between the two groups in the teaching of study techniques in their K-12 classrooms. It was not characteristic of these fifty teachers to teach their students study techniques. They felt inadequately prepared to teach study skills and believed a class to learn how to teach study skills at appropriate grade levels should be an undergraduate requirement. The Recommendations. (1) Since many postsecondary students continue to enter colleges deficient in study skills, perhaps the expectation that students will learn study skills without specific instruction should be abandoned. (2) If K-12 students are to be taught study skills, then perhaps prospective teachers need to be taught how and when to teach each specific skill. (3) Certified teachers could be provided instruction in the teaching of study skills. (4) Individual K-12 school policy statements could include a system-wide proposal concerning study skill instruction, and administrators could be encouraged to enforce the school policy.
Subject Area
Curricula|Teaching
Recommended Citation
CARPENTER, KATHY HELEN, "DIFFERENCES IN INSTRUCTIONAL PRACTICES IN STUDY TECHNIQUES AS PROVIDED BY TWO GROUPS OF TEACHERS (DEVELOPMENTAL EDUCATION, LEARNING CENTER, SKILLS)" (1985). ETD collection for University of Nebraska-Lincoln. AAI8516866.
https://digitalcommons.unl.edu/dissertations/AAI8516866