Great Myths of Education and Learning by Jeffrey D. Holmes

By Jeffrey D. Holmes

Great Myths of schooling and Learning reviews the clinical learn on a couple of widely-held misconceptions bearing on studying and schooling, together with misconceptions concerning pupil features, how scholars study, and the validity of varied equipment of assessment.

  • A number of crucial and influential schooling myths in a single publication, with in-depth examinations of every topic
  • Focusing on examine proof concerning how humans examine and the way we will understand if studying has taken position, the booklet offers a hugely entire evaluate of the facts contradicting each one belief
  • Topics lined comprise pupil features with regards to studying, perspectives of the way the training procedure works, and matters concerning educating concepts and testing

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Jenkins, J. R. (1979). Differential diagnosis–prescriptive teaching: A critical appraisal. Review of Educational Research, 49, 517–555. Bostrom, R. P. (1990). The importance of learning style in end‐user training. MIS Quarterly, 14, 101–119. Cassidy, S. (2004). Learning styles: An overview of theories, models, and measures. Educational Psychology, 24, 419–444. Arter, J. A. & Jenkins, J. R. (1977). Examining the benefits and prevalence of modality considerations in special education. Journal of Special Education, 11, 281–298.

The practicality of this method in large classes where the instructor would have 20, 30, 40, or more dyads to manage remains an open question. Many teachers might prefer that all classes have only 10 or 15 students, but this is not the reality in contemporary education. Therefore, any potential advantage of alternatives to lecture must be weighed in terms of efficiency. Even some ardent critics of lectures acknowledge that lectures are useful for some purposes, such as providing a broader context for course content and demonstrating how an expert evaluates that content (Talbert, 2012).

That is, a preference for visual learning was not associated with better visual memory, nor were auditory and kinesthetic preferences associated with performance on ­relevant memory tests. The same pattern of findings emerged when researchers used participants’ self‐categorizations of learning style. Importantly, only 29 of the 65 participants were classified the same way by the learning‐ styles inventory and their own self‐classification. The researchers repeated their analysis using only the data for those participants who were categorized the same way using both assessments, and still there was no support for the learning‐styles hypothesis.

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