How Teachers Teach to Students with Different Learning Styles

Haar, Jean M.; Hall, Gretchen; Schoepp, Paul; Smith, David H.

doi:10.1080/00098650209599254

Cited by 15 publications

(10 citation statements)

References 1 publication

(1 reference statement)

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“…Learning Style as a Catalyst for Diversity Training Haar, Hall, and Schoepp (2002) identi®ed self-understanding as one of the keys to understanding, communicating, and learning within a cross-cultural context. Gorski (2000) stated that the ®rst step to multicultural education is the transformation of the self, followed by the transformation of the schools and, ®nally, the transformation of society.…”

Section: Implications For Teacher Educationmentioning

confidence: 99%

Diverse Approaches to the Diversity of Learning Styles in Teacher Education

Honigsfeld¹,

Schiering

2004

Educational Psychology

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Section: Implications For Teacher Educationmentioning

confidence: 99%

Diverse Approaches to the Diversity of Learning Styles in Teacher Education

Honigsfeld¹,

Schiering

2004

Educational Psychology

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“…One of the changes we observe in education is that teacher-centred educational approaches are being replaced by learner-centred approaches, reinforcing the view that knowledge is a tool for continuous learning and development and learners should seek knowledge from various sources. Literature on learner-centred instructional approaches indicate that when students' learning styles are accommodated, they develop more positive attitudes towards learning, become more productive and perform better (Haar et al 2002;Hong and Lee 2003;Hong, Milgram, and Rowell 2004;Minotti 2005).…”

Section: Introductionmentioning

confidence: 98%

Homework motivation and preferences of Turkish students

Iflazoglu

Hong

2012

Research Papers in Education

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Turkish students' motivation sources, organisational approaches, physical needs and environmental and interpersonal preferences during the homework process were examined in 1776 students in Grades 5-8 from 10 randomly selected schools in two districts of a major urban city in Turkey. These constructs were examined to determine grade, gender, socio-economic status (SES) differences and interaction effects amongst the three grouping variables. Grade differences were demonstrated in some elements (e.g. motivation) whereas others (e.g. physical needs) were stable across grades. Gender differences were not significant in most elements, and Turkish students with low-SES background reported more positive attitudes towards homework and more culturally acceptable ways of engaging in homework than did their high-SES peers. The significance of the study in Turkish education system was discussed.

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“…Despite the interest in learning styles, there is a need for increased attention to this topic in teachers' professional development (Evans & Waring, 2006;Haar, Hall, Schoepp, & Smith, 2002;Rosenfeld & Rosenfeld, 2008). Evidence has indicated training can support teachers in altering their instructional methods and planning tools can assist teachers in implementing theoretical concepts in practice (Evans & Waring, 2006;Nasmith & Steinert, 2001;Noble, 2004).…”

Section: Teacher Trainingmentioning

confidence: 99%

“…Evidence has indicated training can support teachers in altering their instructional methods and planning tools can assist teachers in implementing theoretical concepts in practice (Evans & Waring, 2006;Nasmith & Steinert, 2001;Noble, 2004). However, the need remains for pre-service and in-service training and mentoring to provide instruction and support for a greater understanding of learning styles theory as well as practical implementation of learning-styles based methods (Haar et al;Tomlinson, 2004). Further study is warranted to promote the development of effective programs for staff advancement (Minotti, 2005).…”

Section: Teacher Trainingmentioning

confidence: 99%

Learning Styles, Instructional Strategies, and the Question of Matching: A Literature Review

Wilson

2012

IJE

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The study of learning styles is one of interest and debate in current educational circles. The diversity of the field arises from various theoretical foundations and definitions and, therefore, presents some challenges to understanding and implementation. Despite these issues, however, learning styles do appear to have a definite influence on the educational process. Teachers’ training and perceptions concerning learning styles play a role in their application of learning style concepts to both instruction and assessment. Students also are influenced by learning styles, having unique perceptions of their abilities and preferences for learning that may affect their motivation and lifelong learning patterns as well as academic performance levels. Significant questions remain about the issue of matching learning and teaching styles, with arguments supporting a range of approaches including unmatched, tailored, and varied instruction. Further, there is a methodological debate concerning the most appropriate and effective methods for conducting research and gaining accurate information applicable to authentic educational environments. Additional research is necessary to address the identified issues and areas of contention in the field of learning styles and to provide further information and support for implementation of effective teaching practices in the classroom.

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How Teachers Teach to Students with Different Learning Styles

Cited by 15 publications

References 1 publication

Diverse Approaches to the Diversity of Learning Styles in Teacher Education

Diverse Approaches to the Diversity of Learning Styles in Teacher Education

Homework motivation and preferences of Turkish students

Learning Styles, Instructional Strategies, and the Question of Matching: A Literature Review

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