Saracho And Dayton Summary

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Relationship of Teachers’ Cognitive Styles to Pupils’ Academic Achievement Gains by Saracho and Dayton was published in the Journal of Educational Psychology in 1980. Saracho and Dayton discuss the relationship between teacher and student cognitive styles and their effectiveness in education. In a country that continues to lose ground on a world ranking for education, the need for reform is an ever present political issue. The study by Saracho and Dayton can prove helpful if a district is looking to change its educational thinking. What if aligning cognitive styles with children allows for an increase in success? What if by analyzing both students and teachers cognitive, Saracho and Dayton can create an effective framework to allow teachers …show more content…
Saracho states, “The purpose of the research reported in this article was to partially fill this void by studying the relationship between the cognitive style of teachers and academic achievement gains of their students.” They wanted to study and research whether cognitive style can have an impact on education. “Cognitive style affects how pupils learn, teachers’ instruct, and how students and teachers interact in the classroom.” If Saracho and Dayton have a successful study they can identify how to positively impact learning by matching or mismatching students with similar or different cognitive styles. The goal of the study is ultimately to improve academic performance by determining the “relationship between cognitive style of teachers and academic achievements gains of their students (Saracho and Dayton …show more content…
McMillan says that stratified random sampling is, “the population is divided into subgroups, or strata on the basis of a variable chosen by the researcher, such as gender, age, location, or level of education.” Saracho and Dayton use this for both the teachers and students. McMillan uses the study as an example saying, “the researchers have stratified the teacher population on the basis of grade level and scores on the EFT and the student population by classroom” (McMillan 134-135). Saracho picks 18 second grade and 18 fifth grade female teachers for the study. No male teachers were used in the study. Then Saracho picks 12 students in each classroom, 6 male and 6 female students. The study was broken down by using two different instruments to gain knowledge. The study began by having the student participants take the Comprehensive Tests of Basic Skills. The study would revolve around the second and fifth grade boys and girls. They would take the test at the outset of the study to have baseline data for the sample population. The CTBS then was given again at the end to gain the data needed to identify academic

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