A style is any pattern we see in a person's way of accomplishing a
particular type of task. The "task" of interest in the present
context is education-learning and remembering in school and
transferring what is learned to the world outside of school.
Teachers are expressing some sort of awareness of style when they
observe a particular action taken by a particular student and then
say something like: "This doesn't surprise me That's just the way
he is. " Observation of a single action cannot reveal a style.
One's impres sion of a person's style is abstracted from multiple
experiences of the person under similar circumstances. In
education, if we understand the styles of individual students, we
can often anticipate their perceptions and subsequent behaviors,
anticipate their misunderstandings, take ad vantage of their
strengths, and avoid (or correct) their weaknesses. These are some
of the goals of the present text. In the first chapter, I present
an overview of the terminology and research methods used by various
authors of the text. Although they differ a bit with regard to
meanings ascribed to certain terms or with regard to conclusions
drawn from certain types of data, there is none theless
considerable agreement, especially when one realizes that they
represent three different continents and five different
nationalities."
General
Imprint: |
Kluwer Academic / Plenum Publishers
|
Country of origin: |
United States |
Series: |
Perspectives on Individual Differences |
Release date: |
June 1988 |
First published: |
1988 |
Editors: |
Ronald R. Schmeck
|
Dimensions: |
234 x 156 x 23mm (L x W x T) |
Format: |
Hardcover
|
Pages: |
368 |
Edition: |
1988 ed. |
ISBN-13: |
978-0-306-42860-9 |
Categories: |
Books >
Social sciences >
Psychology >
Cognition & cognitive psychology >
General
|
LSN: |
0-306-42860-1 |
Barcode: |
9780306428609 |
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