The application of learning styles theory and research continues to hold great promise for practitioners in both education and training as a potentially powerful mechanism for enabling pupils, students and trainees to manage their own learning better throughout their educational and working lives. The selection of papers from the 10th Annual European Learning Styles Information Network Conference (held in July 2005 at the School of Management, University of Surrey) presented here raise a number of pertinent issues which are significant in the ongoing debate regarding the value of cognitive and learning styles in education and training practice. Central to the debate is the question of how do practitioners (teachers and trainers) gain a working vocabulary around the concept of learning styles which may be incorporated into their day-to-day practice and thereby enhance the learning process?
This book focuses on homework, a topic of popular interest that is not well represented in the professional literature. Both the popular and the research literature have focused on homework as viewed from the outside, that is, on the nature of the homework itself. The focus here is on homework from the inside, on the student who does the homework. The goals of this book are to (a) give counselors, teachers, and parents a theoretical understanding of homework; (b) provide them with a way to assess each student’s motivation to do homework and personal profile of home learning preferences; and (c) introduce them to methods and materials designed to facilitate their meeting the formidable challenge of helping children do their homework more effectively. Another important goal of the book is to open up a new research topic that has been almost totally neglected until now. The book consists of 10 chapters and is divided into three parts.
Many people prefer to learn in ways that are different from how other people of the same class, grade, age, nationality, race, culture, or religion prefer to learn. How people prefer to learn is their learning style preference.
Although some gifted students can learn proficiently without using their learning style preferences, low achievers perform significantly better when they capitalize on their preferences. A decade of research demonstrates that both low and average achievers earn higher scores on standardized achievement tests and attitude tests when taught through their learning style preferences (Dunn, Griggs, Olson, Gorman, and Beasley 1995).
Sally West's timely study is the first book-length exploration of Coleridge's influence on Shelley's poetic development. Beginning with a discussion of Shelley's views on Coleridge as a man and as a poet, West argues that there is a direct correlation between Shelley's desire for political and social transformation and the way in which he appropriates the language, imagery, and forms of Coleridge, often transforming their original meaning through subtle readjustments of context and emphasis.
This fabulous fake book includes nearly every famous classical theme ever written! It's a virtual encyclopedia of classical music, in one complete volume. Features: over 165 classical composers; over 600 classical themes in their original keys; lyrics in their original language; a timeline of major classical composers; categorical listings; more.
