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- catalog abstract "Major research findings about student learning styles and implications for improving college and university teaching and the impact that instructional change has on college administration of instructional programs are addressed. The term "learning style" refers to a student's consistent way of responding and using stimuli in the context of learning. In the section on learning styles, Charles S. Claxton examines three dimensions of cognitive styles (field dependence-independence, reflection-impulsivity and preceptive-receptive/intuitive), three models of student response styles (described by Mann and others, Grasha and Riechmann, and Stern), and three integrated models (use of the Myers-Briggs Type Indicator, the Kolb model, and cognitive style mapping). In the second section on the use of information on student learning styles, Yvonne Ralston explores the following possible implementation approaches: sharing knowledge about learning styles with students, the teachers' efforts to provide a variety of instructional modes that are consistent with the styles of students, and the use of learning style information at the institutional level. Suggestions for establishing a plan, program coordination, and assumptions regarding the appropriate implementation system for the institution as a totality are presented.".
- catalog contributor b1092165.
- catalog contributor b1092166.
- catalog contributor b1092167.
- catalog contributor b1092168.
- catalog contributor b1092169.
- catalog created "1978.".
- catalog date "1978".
- catalog date "1978.".
- catalog dateCopyrighted "1978.".
- catalog description "Bibliography: p. 63-68.".
- catalog description "Major research findings about student learning styles and implications for improving college and university teaching and the impact that instructional change has on college administration of instructional programs are addressed. The term "learning style" refers to a student's consistent way of responding and using stimuli in the context of learning. In the section on learning styles, Charles S. Claxton examines three dimensions of cognitive styles (field dependence-independence, reflection-impulsivity and preceptive-receptive/intuitive), three models of student response styles (described by Mann and others, Grasha and Riechmann, and Stern), and three integrated models (use of the Myers-Briggs Type Indicator, the Kolb model, and cognitive style mapping). In the second section on the use of information on student learning styles, Yvonne Ralston explores the following possible implementation approaches: sharing knowledge about learning styles with students, the teachers' efforts to provide a variety of instructional modes that are consistent with the styles of students, and the use of learning style information at the institutional level. Suggestions for establishing a plan, program coordination, and assumptions regarding the appropriate implementation system for the institution as a totality are presented.".
- catalog extent "68 p. ;".
- catalog isPartOf "AAHE-ERIC/higher education research report ; 1978, no. 10".
- catalog issued "1978".
- catalog issued "1978.".
- catalog language "eng".
- catalog publisher "Washington : American Association for Higher Education,".
- catalog subject "LB1060 .C54".
- catalog subject "Learning.".
- catalog subject "Teaching.".
- catalog title "Learning styles : their impact on teaching and administration / Charles S. Claxton and Yvonne Ralston ; prepared by the ERIC Clearinghouse on Higher Education, the George Washington University.".
- catalog type "text".