Download or read book An Exploratory Study of Learning Style Variables Related to Success Or Failure in Self directed Independent Study Among Intellectually Gifted Students written by Fay Marie Carney and published by . This book was released on 1985 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 1991 with total page 568 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1992 with total page 796 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Comprehensive Dissertation Index written by and published by . This book was released on 1989 with total page 780 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Statistical Analysis of the Relationship Between Learning Style Preferences and Creativity of Gifted and Talented Students written by Skreen Al-Mashhadany and published by . This book was released on 1987 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Adult Education Quarterly written by and published by . This book was released on 1988 with total page 560 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Independent Study written by and published by . This book was released on 1989 with total page 15 pages. Available in PDF, EPUB and Kindle. Book excerpt: Independent study is often suggested as an appropriate curriculum model for gifted students but it is questionable if this model can match their needs and styles. This paper investigates the ways students in self-directed learning programs think about, prepare for, and work through their study projects. It identifies students' curriculum and methodology needs.
Download or read book The Malleability of Intellectual Styles written by Li-fang Zhang and published by Cambridge University Press. This book was released on 2013-09-09 with total page 381 pages. Available in PDF, EPUB and Kindle. Book excerpt: Intellectual styles are an individual's preferred ways of using the cognitive abilities that they possess. This book presents the first comprehensive and systematic review of existing research on style malleability. Analyzing research findings derived from both cross-sectional and longitudinal investigations, Professor Li-fang Zhang demonstrates that intellectual styles can be modified, through both socialization and purposeful training.
Download or read book Independent Learning written by Bill Meyer and published by . This book was released on 2008 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Learning Styles and Strategies written by Noah Preston and published by Nova Science Publishers. This book was released on 2016 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The concept of learning style may include more than 70 different models with conflicting assumptions about learning and with different designs and starting points (Coffield et al., 2004). There are many different theories and models of learning styles with varying dimensions and variables (Evans & Graff, 2008). They focus on different aspects of cognitive processes, skills, sensory modalities, the process of learning, and thinking styles. Theories of learning styles assume that anyone can learn, albeit in different ways and on different levels. In this book, Chapter One sets out to explore research and outcomes into learning styles, which refer to the broadest range of preferred modes and environment for learning. Chapter Two identifies, describes, and examines the need for structure among teachers and students, as well as to understand students perceptions of this need. Chapter Three analyses the way students explain their academic results, by ordering six factors (effort, luck, knowledge bases or previous necessary knowledge, abilities, studying methods, and teacher) according to their degree of importance. Chapter Four combines knowledge from pedagogy and recommendation systems, and analyzes how combining four different learning style models (cognitive styles, epistemic styles, hemispheric styles, and perceiving styles) influences the choosing of preferred types of multimedia materials. Chapter Five investigates whether learning using clicker technology with learning styles encourages academic performance and increases pass rate in mathematics. Chapter Six reanalyzes previous research on learning styles in the Scandinavian context in relation to international research.
Download or read book Intellectual Styles and Their Influence on University Success Among Students with and Without Hearing Impairment written by Sanyin Cheng and published by Open Dissertation Press. This book was released on 2017-01-27 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Intellectual Styles and Their Influence on University Success Among Students With and Without Hearing Impairment" by Sanyin, Cheng, 程三銀, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: There are three controversial issues in the field of intellectual styles: whether or not certain relationships exist among different style constructs (style overlap); whether or not styles are value-laden; and whether or not styles could change. The present research mainly aimed at further addressing these three controversial issues respectively by: 1) exploring the relationships between two style constructs (field dependent-independent styles and thinking styles); 2) investigating the influence of intellectual styles on quality of university life and university self-efficacy; and 3) examining how personal factors (ability and conceptions of learning) and university experiences impacted intellectual styles among university students with and without hearing impairment from art and design academic disciplines. The present research adopted quantitatively-driven mixed methods, including a pilot study, a main study with a test at Time 1 and a test at Time 2with the duration of one academic-year, and a qualitative study. The pilot study validated all the inventories among 213 students with hearing impairment and 274 students without hearing impairment. The main study examined the interrelationships among the six main research variables and how personal factors impacted intellectual styles among 256students with hearing impairment and 286students without hearing impairment. Based on results of the main study, 36 participants (16 with hearing impairment and 20 without hearing impairment) were selected for the follow-up semi-structured interviews which explored how university experiences influenced intellectual styles, partially verified quantitative findings regarding style changes, and explained some unexpected results in the main study. Results of the main study generally supported the research hypotheses. To be specific, for all the participants, results of the present research showed that: 1) thinking styles overlapped field dependent-independent styles; 2) Type II intellectual styles tended to be positively related to quality of university life in the first academic year, while Type I intellectual styles tended to be positively related to quality of university life in the second academic year; and 3) students with Type I intellectual styles tended to have higher levels of university self-efficacy, while those with Type II intellectual styles tended to have lower levels of university self-efficacy. These findings suggested that intellectual styles overlap with each other, and that intellectual styles are value-laden. It was also identified that, after studying art and design courses for one academic year, students without hearing impairment tended to score higher on Type I intellectual styles and lower on Type II intellectual styles, while students with hearing impairment tended to score higher on both Type I and Type II intellectual styles. For all the participants, both personal factors (ability and conceptions of learning) and university experiences significantly influenced their intellectual styles. These results indicated that intellectual styles are malleable. Apart from these, intellectual styles were found to mediate the relationships between personal factors and student developmental outcomes among all the participants. Discussions focus on contributions of the research findings to the styles literature and on the implications of the f
Download or read book The Nature of Intellectual Styles written by Li-fang Zhang and published by Psychology Press. This book was released on 2006 with total page 253 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book presents a panoramic, current picture of the field of intellectual styles through portraying, analyzing, and integrating major theoretical and research works on the topics. The audience is researchers and students in the fields of education, ps
Download or read book Transforming the Workforce for Children Birth Through Age 8 written by National Research Council and published by National Academies Press. This book was released on 2015-07-23 with total page 587 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
Download or read book Learning Style written by James W. Keefe and published by . This book was released on 1987 with total page 58 pages. Available in PDF, EPUB and Kindle. Book excerpt: This monograph builds upon rapid developments in the field of learning styles during the past few years, providing useful information about the theory, research, instrumentation, and practice of learning style. The first section presents an overview of learning style and addresses the school learning process, learning style concept, cognitive styles, affective styles, and physiological styles. Assessing student learning style is the topic of the second section, which addresses cognitive, affective, and physiological style elements, and comprehensive instruments for assessing these styles. Section 3 covers the connection between brain hemisphere and learning style, including discussion regarding hemispheric differences, sequential and simultaneous processing, hemispheric mythology, and whole brain education. Section 4 discusses applications of learning style through consideration of views of style, personalized education, significance of the style concept, schoolwide implementation, and classroom applications. References are included. (CB)
Download or read book An Exploratory Study of the Learning Styles of Undergraduate Students and the Relationship Between Learning Style Gender Race and Student Course Achievement in Selected Accounting Courses written by Joan A. Cezair and published by . This book was released on 2004 with total page 269 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book How Learning Works written by Susan A. Ambrose and published by John Wiley & Sons. This book was released on 2010-04-16 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning
Download or read book Learning Styles and Learning written by Ronald R. Sims and published by . This book was released on 2006 with total page 322 pages. Available in PDF, EPUB and Kindle. Book excerpt: "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.
