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| Title: | Learning Styles & Learning
: A Key to Meeting the Accountability Demands in Education |
| Author: | Ronald R Sims & Serbrenia J Sims (eds) |
| ISBN: | 1594546088 : 9781594546082 |
| Illustrations: | tables & charts |
| Format: | Hardback |
| Size: | 180x260mm |
| Pages: | 299 |
| Weight: | .886 Kg. |
| Published: | Nova Science Publishers - August 2005 |
| List Price: | 52.99 Pounds Sterling |
| Availability: | In Print |
| Subjects: | EDUCATION |
It is the premise of this book that to successfully respond to today’s increased 'accountability and testing' expectations educational institutions and other organisations, administrators and especially teachers and others responsible for organisational learning must become more tolerant of and perceptive enough to recognise how increased attention to learning differences or styles among their students or learners is central to not only meeting the new demands being placed on them but to also find alternate ways of enhancing and measuring the learning that does take place. For our purposes, understanding the role of learning style in the learning process is an important concept for those committed to meeting the demands being placed on education and their own personal commitment to learning excellence, be it teachers, training and development professional, staff, administrators or other leaders or others involved in the educational process. This book has been written with the belief that an increased attentiveness to learning style differences is at the core of what it will take to better prepare students to learn while also meeting the demands of the many stakeholders who continue to set higher and higher learning performance expectations with the goal that “no child ‘or adult’ is left behind.” -- From the Preface.
Introduction; Learning Styles: A Review of the Inventories-1960s-2000s and the Questions of Their Actual Uses Inside and Outside of the Classroom; Learning Styles: A Review of English-Language Literature; Learning Styles and Learning Spaces: A Review of the Multidisciplinary Application of Experiential Learning Theory in Higher Education; Rationale and Strategies for Using Kolb Learning Style Theory in the Classroom; Learning Styles, Disciplines and Enhancing Learning in Higher Education; Learning Style Composition of Teams: Implications for Assessment; Embracing Diverse Learning Styles: Inviting the Whole Self into Learning through the Arts, Emotion, the Body, and Direct Experience; Learning Styles and Higher Education: No Adult Left Behind; Teaching Adult Learners through a Learning Styles Approach: An Anecdotal Reflection on 44 Years of Teaching Experience; Decontextualised Testing, Learning Styles and the Need for Style-Switching in Minority Students; One Size Doesn’t Fit All: Achieving Accountability through Application of Learning Patterns; Connecting Diversity to Student Learning and Outcomes Assessment; The Field Dependence/Field Independence Learning Styles: Implications for Adult Student Diversity, Outcomes Assessment and Accountability; Maximising Learning Outcomes in Training and Development: The Critical Role of Learning and Learning Styles; Index.
