丁香园AV

The Myers Briggs Type Indicator was adminstered to more than 500 teachers.  Five teachers of each of the 16 types were interviewed. Profiles were written based on the interviews, as well as on a study of jungian type theory and related literature. The profiles were sent to the 500 teachers requesting feedback on the accuracy of the descriptors and were then revised. For three years, whenever profiles were sent to teachers or student teachers, a questionnaire requesting feedback on fit of the profile was attached. Based on this feedback, the profiles were again revised.

These profiles have been used with student-teachers, faculty associates, and school associates each year as part of Teacher as Person.

Because of the demand to use the knowledge gleaned in understanding teaching styles and learning styles, the profiles were adapted to options for students in the secondary classroom.

To verify reliability of the new instrument OPTIONS and the descriptors, research was conducted with Cindy Reid, Faculty Associate, Don Nelson, Faculty Associate, Roni Haggarty, Faculty Associate, Doreen Kennedy, Faculty Associate.

The Myers Briggs Type Indicator, AORO observation instrument, and AORO instrument were administered to secondary students in four schools. Results were compared, interviews were held with 50 students and questions were revised and the process repeated. 

View the resulting instrument and descriptors, that can be found in the text:

Mamchur, C. (1996). A teacher鈥檚 guide to cognitive type theory and learning style. Alexandria, Virginia: Assoc. for Supervision and Curriculum Development (ASCD), which was selected as 鈥淏ook of the Year鈥� by ASCD and sent to every secondary school in America whose Principal was a member of ASCD.