Learning Styles, Classroom Instruction, and Student Achievement

Beschreibung

The book examines the history of learning styles, including their widespread acceptance and endorsement in educational settings. In addition, it explores both the support of and opposition to learning styles by academics. The book discusses cases for and against learning styles and offers a systematic review of empirical evidence. It describes consequences of promoting learning styles in the classroom and offers insights into future directions in research and practice.The book offers a critical examination that adds to the broader discussion of what is truthful and what is fake news in education.
Key areas of coverage include:

• History of learning styles.
• Widespread belief in and uses of learning styles.
• Review of recent learning styles coverage in academic journals.
• The case for learning styles.
• The case against learning styles.
• Consequences associated with using learning styles.

Learning Styles, Classroom Instruction, and Student Achievement is an essential resource for researchers, professors, and graduate students as well as teachers and educational professionals in such varied fields as clinical child and school psychology, educational psychology, social work, public health, teaching and teacher education, and educational practice and policy.

• History of learning styles.
• Widespread belief in and uses of learning styles.
• Review of recent learning styles coverage in academic journals.
• The case for learning styles.
• The case against learning styles.
• Consequences associated with using learning styles.

Learning Styles, Classroom Instruction, and Student Achievement is an essential resource for researchers, professors, and graduate students as well as teachers and educational professionals in such varied fields as clinical child and school psychology, educational psychology, social work, public health, teaching and teacher education, and educational practice and policy.

Autor*in

Daniel H. Robinson

Themen in »Learning Styles, Classroom Instruction, and Student Achievement«

Academic success, learning styles Adaptive blended learning environments Adaptive instruction systems, learning preferences Affective processes, learning styles Behavioral processes, learning styles Classroom instruction, learning preferences Cognitive processes, learning styles Cognitive and affective learning strategies Engagement, learning preferences Individual differences, learning styles Individual preferences, learning styles Information processing, learning styles Instructional design, learning styles Learning preferences, student achievement Motivation, learning styles

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“The structure of Learning Styles is very readable, with clearly defined chapters and sections that each discuss a different component of learning styles. The book is written in a conversational tone with limited jargon, making it approachable for parents, practitioners, and researchers alike. This book could be used in higher education coursework related to student engagement, differentiation, or pedagogical approaches. … I would recommend this book for anyone interested in the history or application of learning styles … .” (Kassandra R. Spurlock, Education Review, April 19, 2023)
“The book is more palatable for those educators, administrators, or parents already opposing the implementation of learning styles as a cure-all for struggling students. … The text should be highly recommended for future educators, current educators, and parents wanting to understand the conflicting messages about learning styles sent home pertaining to their child’s education. … This book plays a vital role in educators’ self-reflections on learning styles and its continued flourishing.” (John Essington, Education Review, April 19, 2023)

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