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Cognitive Styles and Learning Strategies

Cognitive Styles and Learning Strategies Author Richard Riding
ISBN-10 9781134096411
Release 2013-10-23
Pages 224
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First Published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.

Cognitive Styles and Learning Strategies

Cognitive Styles and Learning Strategies Author Richard Riding
ISBN-10 1138172030
Release 2016-03-31
Pages 224
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First Published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.

Cognitive Styles and Learning Strategies Understanding Style Differences in Learning and Behavior

Cognitive Styles and Learning Strategies Understanding Style Differences in Learning and Behavior Author Richard Riding and Stephen Rayner
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Cognitive Styles and Learning Strategies Understanding Style Differences in Learning and Behavior has been writing in one form or another for most of life. You can find so many inspiration from Cognitive Styles and Learning Strategies Understanding Style Differences in Learning and Behavior also informative, and entertaining. Click DOWNLOAD or Read Online button to get full Cognitive Styles and Learning Strategies Understanding Style Differences in Learning and Behavior book for free.

School Learning and Cognitive Styles

School Learning and Cognitive Styles Author Richard Riding
ISBN-10 9781136761256
Release 2013-02-01
Pages 132
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This book provides an accessible approach to teaching strategies that will improve the quality of student learning and behavior. The author advocates that the key to effective learning, and therefore the key to a successful school, is not complex management systems but good quality teaching. With this aim clearly in sight he incorporates recent psychological developments on individual learning differences with practical classroom applications. He presents new approaches in three key areas: processing capacity, cognitive style and understanding the structure of knowledge. These are central to the understanding of pupil differences. They affect our perception of how pupils can be helped to learn, why pupils find some aspects of their schoolwork difficult, and why pupils behave as they do. With simple explanations and practical activities this book will help both primary and secondary teachers to improve pupils learning and help them to manage behavior more effectively. The new insights into difficult behavior will also be of interest to counselors and educational psychologists.

Handbook of Intellectual Styles

Handbook of Intellectual Styles Author Li-fang Zhang
ISBN-10 9780826106674
Release 2011-10-20
Pages 429
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Human Resource Development

Human Resource Development Author Jeff Gold
ISBN-10 9781137088086
Release 2013-08-09
Pages 458
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Human Resource Development provides a comprehensive overview of the key topics, debates and themes in this increasingly important field. Written by a team of leading experts, the book balances research-led theory with industry best-practice to provide students with a definitive overview of HRD. The book draws on the international experience of its authors, covering topics as diverse as leadership and development; change and diversity; workplace learning and graduate employability. New to this edition: • Additional coverage of careers, career management and employability • Inclusion of topical subjects including employee engagement, skills shortage and business partnering • Improved student-friendly pedagogy including real life case studies, discussion questions and chapter summaries • Thoroughly updated references and web links Human Resource Development is an essential text for undergraduate, postgraduate and MBA students of HRD.

The Nature of Intellectual Styles

The Nature of Intellectual Styles Author Li-fang Zhang
ISBN-10 9781136500879
Release 2012-12-06
Pages 248
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This book provides an up-to-date, panoramic picture of the field of intellectual styles through describing, analyzing, and integrating the major theoretical and research works on the topic. Readers will gain a broad understanding of the field--its nature, origins, historical development, theories, research, and applications, as well as the interrelationships among major theoretical constructs proposed by different theorists in the past few decades. In particular, three major controversial issues in the field are addressed by both empirical findings and literature review: styles as better versus worse or as equal in merit; styles as traits versus styles as states; and styles as different constructs versus styles as similar constructs with different style labels. Educators will find ideas on how to improve their teaching and assessment of student performance. Student development specialists will be interested in the book because intellectual styles, as evidenced by recent studies, play a critical role in many aspects of student development including cognitive, affective, psychosocial, and career development. Psychologists will gain an understanding of an important facet of the field at the interface between cognition and personality. Managers in business will find the book relevant to such issues as effective supervision and staff training and development. The Nature of Intellectual Styles is intended for anyone--particularly researchers and students in the fields of education, psychology, and business management--who is interested in understanding intellectual styles and their effects on daily life.

Learning Strategies and Learning Styles

Learning Strategies and Learning Styles Author Ronald R. Schmeck
ISBN-10 9781489921185
Release 2013-11-11
Pages 368
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A style is any pattern we see in a person's way of accomplishing a particular type of task. The "task" of interest in the present context is education-learning and remembering in school and transferring what is learned to the world outside of school. Teachers are expressing some sort of awareness of style when they observe a particular action taken by a particular student and then say something like: "This doesn't surprise me! That's just the way he is. " Observation of a single action cannot reveal a style. One's impres sion of a person's style is abstracted from multiple experiences of the person under similar circumstances. In education, if we understand the styles of individual students, we can often anticipate their perceptions and subsequent behaviors, anticipate their misunderstandings, take ad vantage of their strengths, and avoid (or correct) their weaknesses. These are some of the goals of the present text. In the first chapter, I present an overview of the terminology and research methods used by various authors of the text. Although they differ a bit with regard to meanings ascribed to certain terms or with regard to conclusions drawn from certain types of data, there is none theless considerable agreement, especially when one realizes that they represent three different continents and five different nationalities.

Learning and Study Strategies

Learning and Study Strategies Author
ISBN-10 9781483297675
Release 2014-06-28
Pages 353
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This volume reflects current research on the cognitive strategies of autonomous learning. Topics such as metacognition, attribution theory, self-efficacy, direct instruction, attention, and problem solving are discussed by leading researchers in learning and study strategies. The contributors to this volume acknowledge and address the concerns of educators at the primary, secondary, and postsecondary school levels. The blend of theory and practice is an important feature of this volume.

Perspectives on Thinking Learning and Cognitive Styles

Perspectives on Thinking  Learning  and Cognitive Styles Author IBM Professor of Psychology and Education Robert J Sternberg, PhD PhD
ISBN-10 9781135663629
Release 2014-04-08
Pages 288
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This volume presents the most comprehensive, balanced, and up-to-date coverage of theory and research on cognitive, thinking, and learning styles, in a way that: * represents diverse theoretical perspectives; * includes solid empirical evidence testing the validity of these perspectives; and * shows the application of these perspectives to school situations, as well as situations involving other kinds of organizations. International representation is emphasized, with chapters from almost every major leader in the field of styles. Each chapter author has contributed serious theory and/or published empirical data--work that is primarily commercial or that implements the theories of others. The book's central premise is that cognitive, learning, and thinking styles are not abilities but rather preferences in the use of abilities. Traditionally, many psychologists and educators have believed that people's successes and failures are attributable mainly to individual differences in abilities. However, for the past few decades research on the roles of thinking, learning, and cognitive styles in performance within both academic and nonacademic settings has indicated that they account for individual differences in performance that go well beyond abilities. New theories better differentiate styles from abilities and make more contact with other psychological literatures; recent research, in many cases, is more careful and conclusive than are some of the older studies. Cognitive, learning, and thinking styles are of interest to educators because they predict academic performance in ways that go beyond abilities, and because taking styles into account can help teachers to improve both instruction and assessment and to show sensitivity to cultural and individual diversity among learners. They are also of interest in business, where instruments to assess styles are valuable in selecting and placing personnel. The state-of-the-art research and theory in this volume will be of particular interest to scholars and graduate students in cognitive and educational psychology, managers, and others concerned with intellectual styles as applied in educational, industrial, and corporate settings.

Learning Styles and Learning

Learning Styles and Learning Author Ronald R. Sims
ISBN-10 UOM:39015063275179
Release 2006
Pages 299
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"It is the intent of this book to contribute to the ongoing dialogue on the important relationship of identifying an individual's learning style and the implications of how providing appropriate instruction in response to that and other styles can contribute to more effective learning and performance as mandated by calls for increased accountability and measures of learner learning success." --p. xiii.

Learning Styles and Second Language Education

Learning Styles and Second Language Education Author Patrycja Marta Kamińska
ISBN-10 9781443862301
Release 2014-06-26
Pages 150
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This book contributes to the body of knowledge concerning individual learner differences by addressing the issue of learning styles in developing a second language. It comprises five chapters. The notion of style, together with its place among other individual differences and its relation to learning strategies, is presented in Chapter 1. The reasons for researching styles are also delineated in this chapter. Chapter 2 describes simple (one-dimensional) models of learning styles, contrary to Chapter 3, in which two-dimensional (compound) models are presented. Multi-dimensional (complex) models of learning styles are the focus of Chapter 4. Each model discussed in Chapters 2 through 4 is accompanied by an outline of its significance to second language educators, as demonstrated in earlier studies. The final, fifth chapter is devoted to the discussion of the practical exploitation of the learning style awareness in second language education. The options suggested include accommodating learners’ styles, stretching them (by exposing the students to the less familiar and less preferred options), and mixtures of both approaches. The book will be of interest to applied linguists, psycholinguists and language teaching practitioners, as well as tertiary level students interested in finding out the ways in which learning styles account for linguistic achievement.

The Importance of Learning Styles

The Importance of Learning Styles Author Ronald R. Sims
ISBN-10 0313292787
Release 1995
Pages 213
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Brings together key research and examples for improved learning styles.

Cognitive Styles and Classroom Learning

Cognitive Styles and Classroom Learning Author Harry Morgan
ISBN-10 UOM:39015041342992
Release 1997-01-01
Pages 184
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Based on the notion that the reason children have no trouble learning what they want outside of school is because they can choose the method of learning, selects the most commonly known cognitive styles that have been systematically studied by psychologists and educators, and describes how classroom

How People Learn

How People Learn Author National Research Council
ISBN-10 9780309131971
Release 2000-08-11
Pages 384
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First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods--to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.

How Students Learn

How Students Learn Author Committee on How People Learn: A Targeted Report for Teachers
ISBN-10 9780309089500
Release 2004-12-28
Pages 264
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How Students Learn: Science in the Classroom builds on the discoveries detailed in the best-selling How People Learn. Now these findings are presented in a way that teachers can use immediately, to revitalize their work in the classroom for even greater effectiveness. Organized for utility, the book explores how the principles of learning can be applied in science at three levels: elementary, middle, and high school. Leading educators explain in detail how they developed successful curricula and teaching approaches, presenting strategies that serve as models for curriculum development and classroom instruction. Their recounting of personal teaching experiences lends strength and warmth to this volume. This book discusses how to build straightforward science experiments into true understanding of scientific principles. It also features illustrated suggestions for classroom activities.

Affective Education

Affective Education Author Isadore L. Sonnier
ISBN-10 0877782121
Release 1989
Pages 242
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Affective Education has been writing in one form or another for most of life. You can find so many inspiration from Affective Education also informative, and entertaining. Click DOWNLOAD or Read Online button to get full Affective Education book for free.