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ERIC Number: ED317283
Record Type: RIE
Publication Date: 1990
Pages: 64
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Learning Styles in Secondary Schools: A Review of Instruments and Implications for Their Use.
Curry, Lynn
Practitioner use of learning style theory and measures can have an impact on curriculum design, instruction and assessment methods, and student guidance in the secondary school. Concern about the "operationalization" of learning style continues due to confusion concerning definitions, weakness in reliability and validity of measurements, and problems with the accurate identification of the most relevant characteristics of learners and instructional settings. A new taxonomy of learning styles, designed to help practitioners interpret information derived from learning style measures, is offered. The taxonomy integrates several strong conceptualizations of learning style. The central idea behind the taxonomy is that learner success in any "teaching-learning situation" requires positive motivation on the part of the student. Such motivation will lead to a sufficient degree of engagement in the task and to active task processing that will integrate the new information into long-term memory. A total of 13 learning style theories are summarized and discussed in terms of their contributions to the taxonomy. The document also summarizes selected literature concerning positive results for students whose learning style is matched to features of instruction, testing, and direct training. Areas for further research are suggested and the use of learning style theory and measures by practitioners is encouraged. (RH)
Document Service, National Center on Effective Secondary Schools, University of Wisconsin-Madison, Wisconsin Center for Education Research, 1025 West Johnson Street, Madison, WI 53706 ($9.00).
Publication Type: Information Analyses; Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Wisconsin Center for Education Research, Madison.