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History has shown how the power of words shapes human thought and actions (Damon, 2007). Similarly, teachers definitely can shape the minds and actions of children in a day to day setting in the classroom (Morrow, 2011). According to Baron and Byrne (2004), the teachers’ positive actions and thoughts can cause students to perform at a level above and beyond the estimated outcome (Morrow, 2011). Relative to teaching styles and student learning, Felder and Spurlin (2005) indicate that “when the learning styles of most students in a class and the teaching style of the professor are seriously mismatched, the students are likely to become bored and inattentive in class, do poorly on tests, get discouraged about courses, the curriculum, and themselves, and, in some cases, change to other curricula or drop out of school” (p. 103). In a study conducted by Felder (2006), he stated that not only is achievement affected by different learning styles, but the cognitive and psychological aspects of students are also in jeopardy. Felder contends “that students have different levels of motivation, different attitudes about teaching and learning, and different responses to specific classroom environments and instructional practices, but the more thoroughly instructors understand the differences, the better chance they have of meeting the diverse learning needs of all their students” (2006, p. 57).
Purpose
The purpose of this research paper/case study is to exercise some of what I have learned in class along with researching the areas of cultural gap, race factors, assessment, learning and teaching styles within K-12 and Higher Education, however it is geared for community colleges. Please utilized peer reviewed studies, case studies and dissertations as it pertains to this topic.
Procedure
Identify the problem(s) between students and teachers due to the pedagogical disconnect that may cause cultural gapping. Students are not taught in higher education to their learning style and because of academic freedom their professors do not have to differentiate classroom instruction. Does this affect the college retention rate at community colleges. Studies in K-12 shows a cultural gap growth in America. This case study aims to identify the disconnect between students and teachers at community colleges in higher education based on learning and teaching styles. What does the disconnect stem from? Does this lead to culture gapping? Why or Why not? Does this play an effect in college retention in community colleges? Why or Why not? The correlation can be made from K-12 education as well as studies from other higher education. (Please include all teaching and learning styles) This paper will follow the APA, 5th edition format style that will not be less than 20 pages (Including tables and or figures and the reference). This comprehensive study (in depth and breadth) through an institutional case study of one or more topics pertaining to cultural gapping, race, assessment, learning and teaching styles within the K-12 and higher education but is geared for community college.
Please use data and citiations from peer review case studies, peer review studies, dissertations and theses. (Pro Quest database)
