Thesis Title

Using Student Learning Styles and Adapting Teaching Styles in the Context of a Standardized Curriculum

Graduation Date

Fall 2006

Document Type

Master's Thesis

Document Form


Degree Name

Master of Science

Program Name


Program Director

Madalienne F. Peters, EdD


Too often our students are placed in classrooms where one teaching style is supposed to reach every student. With the influx of national and statewide curriculum, teachers are being pressured to teach a vast amount of academic material specific to their grade level each year, and unfortunately the bulk of that material is aligned to only linguistic and logical-mathematic styles of learning. Research shows us multiple ways to identify, implement, and assess students’ learning styles, but what role does standardized curriculum and testing play in this process? This qualitative study explores how various teachers are identifying their students’ many learning styles and adapting their teaching practices to include those styles, while still teaching to the standards. One teacher at each grade level, k through 5, in an urban school in northern California was interviewed .They were asked how they identify student learning styles and implement this information into teaching practice within the context of a standardized curriculum. Results of the interviews indicate that these teachers are using multiple methods to identify and implement students’ learning styles in the classroom, and that standards are impacting this process both positively and negatively.

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