learning-styles

Recommendations

Info

Tarver SG and Dawson MM (1978). Modality preference and the teaching of reading: a review. Journal of Learning Disabilities, 11(1), 17–29. Taylor S (2002). Widening adult participation: ways to extend good practice – a research report for the Learning and Skills Council. London: Learning and Skills Development Agency. Tendy SM and Geiser WF (1998/9). The search for style: it all depends on where you look. National Forum of Teacher Education Journal, 9(1), 3–15. Tennant M (1998). Psychology and adult learning. London: Routledge. Tepper BJ, Tetrault LA, Braun CK and Romero JE (1993). Discriminant and convergent validity of the Problem Solving Style Questionnaire. Educational and Psychological Measurement, 53, 437–444. Thaddeus T (1998). Review of the Productivity Environmental Preferences Survey. In JC Impara and BS Blake (eds), The thirteenth mental measurements yearbook. Lincoln, NE: Buros Institute of Mental Measurements. Thies AP (2003). Implications of neuroscience and neuropsychology for the Dunn and Dunn learning-style theory. In R Dunn and S Griggs (eds) Synthesis of the Dunn and Dunn learning styles model research: who, what, when, where and so what – the Dunn and Dunn learning styles model and its theoretical cornerstone. New York: St John’s University. Thomas P and Bain JD (1982). Consistency in learning strategies. Higher Education, 11, 249–259. Thompson J and Bing-You RG (1998). Physicians’ reactions to learning style and personality type inventories. Medical Teacher, 20(1), 10–14. Thorne A and Gough H (1999). Portraits of type: an MBTI research compendium. 2nd ed. Gainesville, FLA: Center for Applications of Psychological Type, Inc. Tinajero C and Paramo MF (1997). Field dependence-independence and academic achievement: a re-examination of their relationship. The British Journal of Educational Psychology, 67(2), 199–213. Tinajero C and Paramo MF (1998a). Field dependence-independence cognitive style and academic achievement: a review of research and theory. European Journal of Psychology of Education, 13(2), 227–251. Tinajero C and Paramo MF (1998b). Field dependence-independence and strategic learning. International Journal of Educational Research, 29(3), 251–262. Tinajero C, Paramo MF, Cadaveira F and Rodriguez-Holguin S (1993). Field dependence-independence and brain organization: the confluence of two different ways of describing general forms of cognitive functioning? A theoretical review. Perceptual and Motor Skills, 77, 787–802. Torrance EP, Reynolds CR, Riegel T and Ball OE (1977). ‘Your style of learning and thinking’ forms A and B: preliminary norms, abbreviated technical notes, scoring keys and selected references. Gifted Child Quarterly, 21, 563–573. Trigwell K and Prosser M (1991). Relating learning approaches, perceptions of context and learning outcomes. Higher Education, 22, 251–266. Van B (1992). The MBTI: implications for retention. Journal of Developmental Education, 16(1), 20–25. Van Zwanenberg N, Wilkinson LJ and Anderson A (2000). Felder and Silverman’s Index of Learning Styles and Honey and Mumford’s Learning Styles Questionnaire: how do they compare and do they predict academic performance? Educational Psychology, 20(3), 365–380. Veres JG, Sims RR and Locklear TS (1991). Improving the reliability of Kolb’s Revised Learning Style Inventory. Educational and Psychological Measurement, 51. Veres JG, Sims RR and Shake LG (1987). The reliability and classification stability of the Learning Style Inventory in corporate settings. Educational and Psychological Measurement, 47. Vermetten YJ, Lodewijks HG and Vermunt JD (1999). Consistency and variability of learning strategies in different university courses. Higher Education, 37, 1–21. Vermunt JD (1992). Learning styles and directed learning processes in higher education: towards a process-oriented instruction in independent thinking. Lisse: Swets and Zeitlinger. Vermunt JD (1994). Inventory of Learning Styles (ILS) in higher education. Tilburg: University of Tlburg. Vermunt JD (1995). Process-oriented instruction in learning and thinking strategy. European Journal of the Psychology of Education, 10(4), 325–349. Vermunt JD (1996). Metacognitive, cognitive and affective aspects of learning styles and strategies: a phenomenographic analysis. Higher Education, 31, 25–50.
LSRC reference References page 164/165 Vermunt JD (1998). The regulation of constructive learning processes. British Journal of Educational Psychology, 68, 149–171. Vermunt JD (2003). Personal communication. Vermunt JD and Verloop N (1999). Congruence and friction between learning and teaching. Learning and Instruction, 9, 257–280. Ward J and Edwards J (2000). Learning journeys: learners’ voices. London: Learning and Skills Development Agency. Waugh RF (1999). Approaches to studying for students in higher education: a Rasch measurement model analysis. British Journal of Educational Psychology, 69, 63–79. Westman AS (1992). Review of the Learning Styles Inventory [Price Systems, Inc.]. In JJ Kramer and JC Conoley (eds) The eleventh mental measurements yearbook. Lincoln, NE: Buros Institute of Mental Measurements. Westman AS, Alliston GR and Thierault EA (1997). Lack of correlations of sense-modality oriented indices of learning styles with each other and with classroom tasks. Perceptual and Motor Skills, 84, 731–737. Westman AS and Stuve M (2001). Three exploratory studies of relations between young adults’ preference for activity involving a specific sense modality and sensory attributes of early memories. Perceptual and Motor Skills, 92, 435–446. White R (1981). An investigation of the relationship between selected instructional methods and selected elements of emotional learning style upon student achievement in seventh grade social studies. Doctoral dissertation, St John’s University, New York. Wierstra RFA and Beerends EPM (1996). Leeromgeningspercepties en leerstrategieën van eerstejaars studenten sociale wetenschappen. [Perceptions of the learning environment and learning strategies of first year students of social sciences]. Tijdschrift voor Onderwijsresearch, 21, 306–322. Wierstra RFA and de Jong JA (2002). A scaling theoretical evaluation of Kolb’s Learning Style Inventory-2. In M Valcke and D Gombeir (eds) Learning styles: reliability and validity, 431–440. Proceedings of the 7th Annual European Learning Styles Information Network Conference, 26–28 June, Ghent. Ghent: University of Ghent. Wierstra RF, Kanselaar G, Van der Linden JL, Lodewijks HG and Vermunt JD (2002). The impact of the university context on European students’ learning approaches and learning environment preferences. Higher Education, 45(4), 503–523. Wilson DK (1986). An investigation of the properties of Kolb’s Learning Style Inventory. Leadership and Organisation Development Journal, 7(3), 3–15. Witkin HA (1962). Psychological differentiation: studies of development. New York: Wiley. Witkin HA and Goodenough DR (1981). Cognitive styles: essence and origins. New York: International Universities Press. Witkin HA, Moore CA, Oltman PK, Goodenough DR, Friedman F, Owen D and Raskin E (1977). Role of field dependent and field independent cognitive styles in academic evolution: a longitudinal study. Journal of Educational Psychology, 69, 197–211. Wittling W (1996). Brain asymmetry in the control of autonomic physiological activity. In RJ Davidson and K Hugdahl (eds) Brain asymmetry. Cambridge, MA: MIT Press. Woolhouse LS and Bayne R (2000). Personality and the use of intuition: individual differences in strategy and performance on an implicit learning task. European Journal of Personality, 14, 157–169. Zanting A, Verloop N and Vermunt JD (2001). Student teachers’ beliefs about mentoring and learning to teach during teaching practice. British Journal of Educational Psychology, 71, 57–80. Zenhausern R (1979). Differential hemispheric activation instrument. New York: St John’s University. Zenhausern R, Dunn R, Cavanaugh DP and Eberle BM (1981). Do left and right ‘brained’ students learn differently? The Roeper Review, 36–39. Zenhausern R and Gebhardt M (1979). Hemispheric dominance in recall and recognition. Bulletin of the Psychonomic Society, 14, 71–73. Zenhausern R and Nickel L (1979). Hemispheric dominance and maze learning. Bulletin of the Psychonomic Society, 14, 435–436. Zhang L-F and Sternberg RJ (2001). Thinking styles across cultures: their relationships with student learning. In RJ Sternberg and L-F Zhang (eds) Perspectives on thinking, learning and cognitive styles, 197–226. Mahwah, New Jersey: Lawrence Erlbaum. Zukas M and Malcolm J (2002). Pedagogies for lifelong learning: building bridges or building walls? In R Harrison, F Reeve, A Hanson and J Clarke (eds) Supporting lifelong learning. London: Routledge/Open University.
Page 1 and 2:
LSRC reference Learning styles and
Page 3 and 4:
LSRC reference Learning styles and
Page 5 and 6:
LSRC reference Contents 1 9 13 37 4
Page 7 and 8:
LSRC reference Figures and tables L
Page 9 and 10:
LSRC reference Acknowledgements The
Page 11 and 12:
Section 1 A systematic review of le
Page 13 and 14:
LSRC reference Section 1 page 2/3 E
Page 15 and 16:
LSRC reference Section 1 page 4/5 T
Page 17 and 18:
LSRC reference Section 1 page 6/7 T
Page 19 and 20:
Figure 3 Vermunt’s model of learn
Page 21 and 22:
We devised this classificatory syst
Page 23 and 24:
The popular appeal of the notion th
Page 25 and 26:
Figure 5 Gregorc’s four-channel l
Page 27 and 28:
From the evidence available, we con
Page 29 and 30:
Table 1 Gregorc’s Mind Styles Mod
Page 31 and 32:
Table 2 Variables and factors in th
Page 33 and 34:
The measures Over 25 years, Dunn an
Page 35 and 36:
Table 4 Percentages of respondents
Page 37 and 38:
The BES instrument has elements for
Page 39 and 40:
Shwery (1994) also questioned aspec
Page 41 and 42:
However, the notion of ‘gifted’
Page 43 and 44:
Second, the model encourages teache
Page 45 and 46:
Table 6 Dunn and Dunn’s model and
Page 47 and 48:
The most influential member of the
Page 49 and 50:
Table 9 Studies of the interaction
Page 51 and 52:
Riding and Rayner (1998) do not def
Page 53 and 54:
Implications for pedagogy Riding (2
Page 55 and 56:
Section 5 Stable personality type L
Page 57 and 58:
LSRC reference Section 5 page 48/49
Page 59 and 60:
Page 61 and 62:
Page 63 and 64:
Page 65 and 66:
Page 67 and 68:
Page 69 and 70:
Section 6 Flexibly stable learning
Page 71 and 72:
Page 73 and 74:
Page 75 and 76:
Page 77 and 78:
Page 79 and 80:
Page 81 and 82:
Page 83 and 84:
Page 85 and 86:
Page 87 and 88:
Page 89 and 90:
Page 91 and 92:
Page 93 and 94:
Page 95 and 96:
Page 97 and 98:
Page 99 and 100:
Section 7 Learning approaches and s
Page 101 and 102:
Page 103 and 104:
Page 105 and 106:
Page 107 and 108:
Page 109 and 110:
Page 111 and 112:
Page 113 and 114:
Page 115 and 116:
Page 117 and 118:
Page 119 and 120: LSRC reference Section 7 page 110/1
Page 127 and 128: Section 8 Implications for pedagogy
Page 141 and 142: Our recommendation in favour of inc
Page 143 and 144: As for the research evidence in fav
Page 145 and 146: Learning styles in practice: labell
Page 147 and 148: Table 44 13 learning-styles models
Page 149 and 150: It may be argued that it is importa
Page 151 and 152: The comparative neglect of knowledg
Page 153 and 154: LSRC reference page 146/147 Referen
Page 155 and 156: LSRC reference References page 148/
Page 169: LSRC reference References page 162/
Page 173 and 174: LSRC reference page 166/167 Author(
Page 175 and 176: LSRC reference Appendix 1 page 168/
Page 177 and 178: Appendix 3 Glossary of terms LSRC r
Page 179 and 180: LSRC reference Appendix 3 page 172/
show all

learning-styles

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?