Educational leadership · 1990 · 203 citations · 3 references
EducationCurriculumTeachingCurriculum DesignInstructional DesignPedagogyClassroom Assessment PracticesCognitive StyleInstructional StrategiesLearning ProcessesLearning StylesLearning TheoriesCurriculum Design FrameworksGuidanceInstructional Adaptation To Learning StylesLearner CharacteristicsLearning Style AdaptationLearning Style AssessmentLearning Style MeasurementLearning Style Theory
Learning‑style research claims to improve teaching outcomes by influencing curriculum design, instructional methods, assessment, and student guidance. The study questions the validity of learning‑style claims, asking whether they represent a new concern or merely a re‑examined old issue.
T he primary objective for the study and application of learn ing styles has been to improve the immediate and long-term results of general teaching-learning episodes (for example, Biggs 1988, Papalia 1978, Smith and Renzulli 1983). Spe cifically, the field claims to influence four aspects of teaching and learning in schools: ( I) curriculum design (Popkewitz et al. 1982, Wang 1980); (2) instructional methods (Corno and Snow 1986); (3) assessment methods; and (4) student guidance (Snow 1986). These claims for affecting the primary processes of schooling are indeed big. How good are they? Is this a new elephant we are blindly exam ining, or has the old beast just rear ranged itself?
3
Adaptive instruction: Building on diversity
Margaret C. Wang · Theory Into Practice · 1980 · 71 citations
Education, Instruction, Teaching +8
Making Biology Easier to Understand
Claudia B. Douglass · The American Biology Teacher · 1979 · 38 citations