Dorothy B. Zakrajsek’s research while affiliated with University of Idaho and other places

... As mentioned earlier, wait time is the time spent in non-purposeful and management related activities, which actually deducts time from practice (Beaucamp et al., 1990;Luke, 1989;Metzler, 1989). Effective teachers plan for organizational procedures of time, space, equipment, activities and students (Goc-Karp & Zakrajsek, 1987;Hastie, 1994;Housner & Griffey, 1985). Before entering the gymnasium, they have already thought about the students' future location, position, grouping, or role (Anderson, 1989;Housner & Griffey, 1985), which makes the class flow smoothly, without any wait time. ...

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Teaching Efficiency or Inefficiency in Elementary Physical Education

... As a result of an extensive worldwide research based on the Questionnaire on Teacher Interaction (QTI) (Wubbels & Levy, 1993), a rich pool of data dealing with students' and teachers' perceptions of teachers' personal style and interpersonal behavior has accumulated, analysed, and interpreted in recent years. The following have also been thoroughly studied: related aspects such as personality traits in learning and education (De Raad & Schouwenburg, 1996); teaching/learning styles (Ramsay & Ransley, 1986;Zoller, 1991); personality characteristics and learning styles (Slaats, van der Sanden, & Lodewijks, 1997); the matching and mismatching of cognitive styles and science instruction (Conwell, Helgeson, & Wachowiak, 1987); the compatibility of students' learning and teaching styles on their rating of college teaching (Pettigrew, Zakrajsek, Bayless, & Goc-Karp, 1985); and the impact on students' achievements of dynamic interactions between certain personality characteristics and matching type of classroom climate (Haukoos & Penick, 1987). ...

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Self-Perception versus Students' Perception of Teachers' Personal Style in College Science and Mathematics Courses

... Based on the MI approach, it was proposed that every individual have their very own unique set of intelligence profile where optimum learning occurs when content is being delivered in their dominant intelligences. According to Heikkinen, Pettigrew & Zakrajsek (1985), teachers themselves too have a preferred method in perceiving and processing information and it is logical that teachers will communicate and deliver their lesson that is most compatible with their learning style. The study conducted by Nergüz Bulut Serin et al. (2009) which examines the relationship between teaching styles and MI profile of primary school teachers in Izmir and Lefkosa also yielded similar findings where variables such as the spatial/visual, naturalistic and interpersonal intelligences play a predictive role on the teaching strategies of teachers. ...

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Teaching Strategies Based on Multiple Intelligences Theory among Science and Mathematics Secondary School Teachers

... In movement education ELT design principles have been used to create experiential learning programs that promote deep embodied learning in dance education (Wilson, 2009;Leijen, Lam, Wildschut, Simons, & Adlmiraal, 2009), in acquisition of motor skills (Roessger , 2012) and even in learning anatomy through yoga (Bentley and Pang, 2012). Several studies have explored differences between the learning styles of dance and physical education educators (Karp & Walker ,1990) and students (Zakrajsek, Johnson, & Walker, 1984;Johnson 1982). There have, however, been no systematic attempts to explore the link between individual learning styles and movement styles. ...

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Moving and Learning

... Picou et al. deduced that men prefer sequential learning and hence prefer traditional lecture [40]. Our study is also consonant with Pettigrew and Zakrajsek's finding that females prefer organization of course materials, copious reading assignments and knowledgeable instructors, whereas males prefer pragmatism in learning [41]. Table IV showed the analysis of the feedback questionnaire. ...

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Is learning outcome after team based learning influenced by gender and academic standing?