learning-styles

Recommendations

Info

147 166 170 171 Appendix 1 Appendix 2 Appendix 3 References List of learning-styles instruments and theories List of search terms used in the literature review Glossary of terms
LSRC reference Figures and tables LSRC reference Section ? page ?/? 6 9 10 10 16 42 48 55 63 63 73 96 124 1 2 3 4 5 6 7 8 9 10 11 12 13 Figures Selection of literature for review Curry’s ‘onion’ model of learning styles Vermunt’s model of learning styles (1998) Families of learning styles Gregorc’s four-channel learning-style model The two dimensions of the CSA The four bipolar discontinuous scales of the MBTI Possible motivational style reversals in four experiential domains Kolb’s four learning styles The experiential learning theory of growth and development Dimensions of Honey and Mumford’s learning cycle Conceptual map of components of effective studying from ASSIST The 4MAT system 20 22 23 26 31 36 37 39 40 45 48 48 48 52 56 58 58 58 60 71 73 73 76 77 79 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 Tables Gregorc’s Mind Styles Model and Style Delineator (GSD) Variables and factors in the Dunn and Dunn learning-styles model Elements of learning style from the Dunn and Dunn model Percentages of respondents preferring a specific time of day Studies of the learning-style preferences of able students Dunn and Dunn’s model and instruments of learning styles Learning-styles instruments in the cognitive structure family Kogan’s classification of learning styles Studies of the interaction of field independence and attainment with learners aged 14+ years Riding’s Cognitive Styles Analysis (CSA) The 16 MBTI personality types Summary of the 10 most common MBTI types Authors’ report of test–retest reliability of the MBTI Form G Myers-Briggs Type Indicator (MBTI) Apter’s Motivational Style Profile (MSP) Key characteristics of each style Strengths and weaknesses of the different preferences The extent to which corresponding scales – Jackson (LSP) and Honey and Mumford (LSQ) – measure the same constructs Jackson’s Learning Styles Profiler (LSP) Kolb’s Learning Style Inventory (LSI) Strengths and weaknesses LSQ retest correlations, by learning style Activities and preferences Honey and Mumford’s Learning Styles Questionnaire (LSQ) ‘Whole brain’ learning and design considerations
Page 1 and 2: LSRC reference Learning styles and
Page 3 and 4: LSRC reference Learning styles and
Page 5: LSRC reference Contents 1 9 13 37 4
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:
Page 121 and 122:
Page 123 and 124:
Page 125 and 126:
Page 127 and 128:
Section 8 Implications for pedagogy
Page 129 and 130:
Page 131 and 132:
Page 133 and 134:
Page 135 and 136:
Page 137 and 138:
Page 139 and 140:
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 157 and 158:
Page 159 and 160:
Page 161 and 162:
Page 163 and 164:
Page 165 and 166:
Page 167 and 168:
Page 169 and 170:
Page 171 and 172:
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?