| This case study examines the experiences of four sixth grade teachers as they adopted a learning styles methodology based on psychological type, the theory behind the Myers-Briggs Type IndicatorRTM (MBTI). The study tracks changes in the teachers' core beliefs about education, classroom practices, and causes of student failure, as well as barriers to change in urban classrooms. The researcher changed her own practices after identifying the root causes of why the teachers delayed using psychological type: Rather than being resistant, the teachers were hindered by feelings of helplessness, fears of student misbehavior, and their own habitual beliefs. The researcher shifted to coaching the teachers individually and used a problem-solving approach toward reducing the number of failing students. As the teachers reflected together on changes in student performance, they changed their beliefs about classroom practices and student failure. The qualitative data gathered over a 15-month period included teacher interviews and journals, student focus groups, observations, and student work. The cognitive theory of John Dewey frames the analysis of their experiences. Key implications include the importance of: applied training in learning styles during teacher preservice training; critical reflection for teachers; considering the needs and concerns of teachers in designing staff development programs and school reform efforts; and the level of commitment by administrators, consultants, and teachers when changes are proposed. |
