An Analysis of the Relationship Between Cognitive Style and the Subject Area Specialization of Secondary Teachers in Connecticut
Author | : Tony Charles Daloisio |
Publisher | : |
Total Pages | : 334 |
Release | : 1980 |
Genre | : Cognitive styles |
ISBN | : |
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Author | : Tony Charles Daloisio |
Publisher | : |
Total Pages | : 334 |
Release | : 1980 |
Genre | : Cognitive styles |
ISBN | : |
Author | : Marjorie Powell |
Publisher | : Routledge |
Total Pages | : 544 |
Release | : 2018-06-13 |
Genre | : Education |
ISBN | : 0429995083 |
Originally published in 1984, the field of research on teaching had expanded dramatically in the 15 years covered by this bibliography, 1965 to 1980. The expansion had included studies conducted for many purposes. This bibliography contains relevant citations to the research which has been conducted for the purposes of increasing our understanding of the science, art and craft of teaching. The existence of research publications has been documented with relevant reference information and brief annotations; there has been no attempt to evaluate the quality of the studies. A brief perusal of the bibliography provides an indication of the range of topics addressed by these studies and also of the variety of studies within a single topic.
Author | : Richard Riding |
Publisher | : Routledge |
Total Pages | : 224 |
Release | : 2013-10-23 |
Genre | : Education |
ISBN | : 1134096348 |
First Published in 1998. This book deals with what may well turn out to be the missing element in the study of individual differences - cognitive style. Its intention is to distinguish between, and integrate, the research attempts, particularly over the past half century, to make sense of style differences. In several respects this book is unique in that it contains material that is not covered in any other and draws together the various aspects of psychology relevant to the study of individual differences. It is in this sense both a textbook and a source of reference for many professionals working in a range of contexts. The content of the book has relevance for a wide audience.
Author | : Richard Riding |
Publisher | : Praeger |
Total Pages | : 424 |
Release | : 2000-01-06 |
Genre | : Education |
ISBN | : |
The first volume in the series considers cognitive style, which may well prove to be the missing link in the study of individual differences. The purpose of the book is to reflect academic debate focusing on key models of style.
Author | : R. J. Riding |
Publisher | : Routledge |
Total Pages | : 129 |
Release | : 2002 |
Genre | : Classroom management |
ISBN | : 1853466948 |
First Published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.
Author | : Robert J. Sternberg |
Publisher | : Routledge |
Total Pages | : 331 |
Release | : 2014-04-08 |
Genre | : Education |
ISBN | : 1135663610 |
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.
Author | : Air Force Human Resources Laboratory |
Publisher | : |
Total Pages | : 72 |
Release | : 1978 |
Genre | : Cognitive styles |
ISBN | : |
A review of the literature to identify the various cognitive style constructs and the instruments used to measure them was completed. Each was evaluated with specific attention to possible relationships to Air Force technical training. Ten cognitive styels were selected for an in-depth summary of the state of the art, with special attention given to those that gave most promise for use. (Author).