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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.



Perspectives on the Nature of Intellectual Styles

Perspectives on the Nature of Intellectual Styles Author Dr. Robert J. Sternberg, PhD
ISBN-10 0826104614
Release 2009-05-22
Pages 328
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"...provide[s] and in-depth review of intellectual styles...All the contributors provide important information...Each chapter includes extensive references...Summing up: Recommended. Choice Teachers too often assume that student performance levels are based solely on the student's intelligence, effort, and motivation. This book takes a unique perspective, arguing that the difference in students' performance may be nothing more than differences in intellectual styles of learning or thinking. Intellectual styles simply refer to individualized ways of processing information. This stimulating and provocative text integrates the most recent theories and research on intellectual styles. The internationally acclaimed contributors address cutting-edge, controversial issues in the field that have yet to be resolved, including whether certain intellectual styles are better than others, how creativity affects intellectual style, and whether styles are traits or states. Key Features: Distinguishes intellectual styles from other constructs, such as intellectual capacity or effort levels Situates the field of styles within the larger context of the psychological, educational, and business literatures Provides concrete guidelines for researchers, teachers, and employers to apply the concept of intellectual styles to educational and business settings Researchers, teachers, employers, psychologists, and students will find this book to be a fascinating, engaging read, offering a breadth and depth of insight into the nature of intellectual styles.



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.



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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The Malleability of Intellectual Styles

The Malleability of Intellectual Styles Author Li-fang Zhang
ISBN-10 9781107436084
Release 2013-09-09
Pages 368
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Intellectual styles are individuals' preferred ways of using the abilities that they possess. The extent to which one can change his or her intellectual style is a question of interest to both researchers and the general public. This book presents the first comprehensive and systematic review of existing research on the malleability of intellectual styles. By critically analyzing research findings derived from both cross-sectional and longitudinal investigations performed over the past seven decades, Li-fang Zhang demonstrates that intellectual styles can be modified through both socialization and purposeful training. Professor Zhang elucidates the heuristic value of these findings for the development of adaptive intellectual styles in both academic and non-academic settings. She proposes further avenues of research that might advance scholarly understanding of the nature of and the potential for modifying intellectual styles.



The Value of Intellectual Styles

The Value of Intellectual Styles Author Li-fang Zhang
ISBN-10 9781107082779
Release 2017-09-21
Pages 392
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This book presents the first comprehensive and systematic review of international research on the value of intellectual styles.



Understanding Pedagogy

Understanding Pedagogy Author Michael Waring
ISBN-10 9781317597476
Release 2014-10-30
Pages 274
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What is meant by pedagogy? How does our conception of pedagogy inform good teaching and learning? Pedagogy is a complex concept of which student and practising teachers need to have an understanding, yet there remain many ambiguities about what the term means, and how it informs learning in the classroom. Understanding Pedagogy examines pedagogy in a holistic way, supporting a more critical and reflective understanding of teaching and learning. It considers pedagogy as a concept that covers not just teaching approaches and pupil-teacher relationships but one which also embraces and informs educational theory, personal learning styles, assessment, and relationships inside and outside the classroom. A detailed consideration of what it means to be a professional in the contemporary climate, Understanding Pedagogy challenges student and practising teachers to reappraise their understanding and practice through effectively linking theory and practice. Key issues explored include the importance of understanding a learning styles profile, the application of cognitive neuroscience to teaching, personalised learning, assessment and feedback, and what we mean by critical reflection. Using the Personal Learning Styles Pedagogy, the authors make explicit the integration of theory and practice and the many decisions and selections that teachers make, their implications for what is being taught and learnt, how learners are positioned in the pedagogical process, and ultimately, how learning can be improved. Understanding Pedagogy will be essential reading for student and practising teachers, as well those on Education Studies courses and undertaking masters level courses, involved in the endeavour of understanding what constitutes effective teaching and learning.



Inquiry in Education The conceptual foundations for research as a curricular imperative

Inquiry in Education  The conceptual foundations for research as a curricular imperative Author Mark W. Aulls
ISBN-10 STANFORD:36105130552248
Release 2007-11-29
Pages 336
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Why should inquiry--the engine for independent, curiosity- and interest-driven, life-long learning--be a curricular imperative, and its presence a criterion for excellent education? Is it possible to teach inquiry skills systematically and to engage learners in being inquirers across elementary, secondary, and post-secondary schooling? To answer these urgent questions, this book *pulls together more than four decades of expert opinion, quantitative research, and qualitative research on inquiry in different disciplines, school subjects, and levels of education; and *presents a dozen different pedagogical, philosophical, and disciplinary traditions within which evidence and rationale are found for building learning and teaching experiences around inquiry-based curricula. "Inquiry in Education, Volume I: The Conceptual Foundations for Research as a Curricular Imperative" is the first book to gather all these sources together, to build a cross-disciplinary case for inquiry as the central core of sound curriculum design, and to offer an organized interpretation of this large body of knowledge from a variety of perspectives and for different educational purposes. A companion volume, Shore, Aulls, & Delcourt, Eds., "Inquiry in Education, Volume II: Overcoming Barriers to Successful Implementation," focuses on a corollary question: If inquiry is such a good thing, why is it not universal practice? What barriers stand in the way, and how can teachers overcome them? "Inquiry in Education, Volume I " is intended for scholars, faculty, and students of education, and for practitioners at all levels of schooling who support inquiry-oriented reforms in education and who want to learn more about how to use inquiry in their own practice.



Inquiry in Education Overcoming barriers to successful implementation

Inquiry in Education  Overcoming barriers to successful implementation Author Mark W. Aulls
ISBN-10 0805827439
Release 2008
Pages 344
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This is a companion to Inquiry in Education, Volume I: The Conceptual Foundations for Research as a Curricular Imperative. Volume I presents the arguments for the necessary inclusion of inquiry-driven learning and instructional experiences in any modern school curriculum. Volume II illustrates how educators in a range of settings have dealt with obstacles to successful implementation of inquiry-based approaches. Each chapter focuses on a particular barrier or barriers, and has a primary focus on learners, teachers, or the curriculum. The stories reflect highly varied learning contexts ranging from infancy to university, from the classroom to a range of out-out-school contexts.



Changing Assessments

Changing Assessments Author Bernard R. Gifford
ISBN-10 9789401129688
Release 2012-12-06
Pages 337
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Bernard R. Gifford As we edge toward the year 2000, the information age is a reality; the global marketplace is increasingly competitive; and the U.S. labor force is shrinking. Today more than ever, our nation's economic and social well-being hinges on our ability to tap our human resources-to identify talent, to nurture it, and to assess abilities and disabilities in ways that help every individual reach his or her full potential. In pursuing that goal, decision-makers in education, industry, and government are relying increasingly on standardized tests: sets of question- with identical directions, time limits and tasks for all test-takers-designed to permit an inference about what someone knows or can do in a particular area. CALIBRATING DIFFERENCE Our emphasis on standardized testing rests on a premise that is so basic it often escapes notice: that we humans are different from each other in ways that are both meaningful and measurable. We differ in terms of cognitive ability; aptitude for performing different kinds of mental and physical tasks; temperament; and interests. But somehow, without sufficient examination, we have taken a great collective leap from that commonplace to the notion that there are precise, measurable gradations of innate ability that can be used to direct children to the right classrooms, and adults to the right job slots.



Bridging

Bridging Author Jie-Qi Chen
ISBN-10 STANFORD:36105123313996
Release 2007-06-08
Pages 333
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Offers fifteen activities in language arts and literacy, visual arts, mathematics, science, and performing art, along with guidelines for implementing, interpreting, and "bridging" observations of children to classroom teaching practices.



People and Buildings

People and Buildings Author Robert Gutman
ISBN-10 9781412815659
Release 2011-12-31
Pages 492
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There is at the present time a continuing interest in relating the behavioral sciences to design disciplines. Sociologists and social psychologists have been added to faculties of architecture schools, where they off er seminars and participate as programming specialists and design critics in studio courses. Behavioral scientists in many European countries have collaborated with architects and planners in design work undertaken by governmental ministries, and more recently have been participating in the work of private design fi rms. Similar developments are now common in the United States. In this fascinating study of the "ecology of buildings," biologists, anthropologists, sociologists, psychologists, and architects analyze the effect of working and living spaces on human behavior. Focusing on such contemporary social problems as the influence of the physical environment on psychological stress, mental illness, family disorganization, urban violence, and delinquency, the contributors show that we must respect the constraints that the environment and the nature of man impose on human adaptability. The selections in People and Buildings have been written primarily by scientists and designers working in the behavioral mode. The selections within each part have been arranged to provide an ordered argument or exploration of the general topic with which the part as a whole deals. To facilitate the reader's appreciation of the argument, each selection is preceded by a short prefatory statement. In view of the fact that a single article or preface can hardly be representative of the depth of the literature that has developed around an argument, Gutman has included an annotated bibliography, which is keyed to the selections through the use of subheadings. A new introduction by Nathan Glazer has been prepared for this edition.



Cognitive Styles and Learning Strategies

Cognitive Styles and Learning Strategies Author Richard Riding
ISBN-10 9781134096343
Release 2013-10-23
Pages 217
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First Published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.



Educational Psychology

Educational Psychology Author Kathleen M. Cauley
ISBN-10 0070435138
Release 1999-03-30
Pages 240
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Educational Psychology has been writing in one form or another for most of life. You can find so many inspiration from Educational Psychology also informative, and entertaining. Click DOWNLOAD or Read Online button to get full Educational Psychology book for free.



Education Research and Perspectives

Education  Research and Perspectives Author
ISBN-10 UCAL:B3972023
Release 1974
Pages
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Education Research and Perspectives has been writing in one form or another for most of life. You can find so many inspiration from Education Research and Perspectives also informative, and entertaining. Click DOWNLOAD or Read Online button to get full Education Research and Perspectives book for free.



The Wiley Blackwell Handbook of Childhood Cognitive Development

The Wiley Blackwell Handbook of Childhood Cognitive Development Author Usha Goswami
ISBN-10 9781444351736
Release 2011-07-11
Pages 816
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This definitive volume is the result of collaboration by top scholars in the field of children's cognition. New edition offers an up-to-date overview of all the major areas of importance in the field, and includes new data from cognitive neuroscience and new chapters on social cognitive development and language Provides state-of-the-art summaries of current research by international specialists in different areas of cognitive development Spans aspects of cognitive development from infancy to the onset of adolescence Includes chapters on symbolic reasoning, pretend play, spatial development, abnormal cognitive development and current theoretical perspectives



Educational Psychology

Educational Psychology Author John W. Santrock
ISBN-10 PSU:000046329752
Release 2001
Pages 535
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This innovative, full-colour text emphasizes and integrates important contemporary themes such as diversity, technology, and development issues within a constructivist framework.