Styles of Practice in Higher Education (Record no. 8833)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 03064 a2200313 4500 |
| 001 - CONTROL NUMBER | |
| control field | 1032930365 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250328151430.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 250324042024GB eng |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9781032930367 |
| Qualifying information | BC |
| 037 ## - SOURCE OF ACQUISITION | |
| Source of stock number/acquisition | Taylor & Francis |
| Terms of availability | GBP 38.99 |
| Form of issue | BB |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | 01 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | eng |
| 072 7# - SUBJECT CATEGORY CODE | |
| Subject category code | JNT |
| Source | thema |
| 072 7# - SUBJECT CATEGORY CODE | |
| Subject category code | JNM |
| Source | thema |
| 072 7# - SUBJECT CATEGORY CODE | |
| Subject category code | JNA |
| Source | thema |
| 072 7# - SUBJECT CATEGORY CODE | |
| Subject category code | JNT |
| Source | bic |
| 072 7# - SUBJECT CATEGORY CODE | |
| Subject category code | JNM |
| Source | bic |
| 072 7# - SUBJECT CATEGORY CODE | |
| Subject category code | JNA |
| Source | bic |
| 072 7# - SUBJECT CATEGORY CODE | |
| Subject category code | EDU015000 |
| Source | bisac |
| 072 7# - SUBJECT CATEGORY CODE | |
| Subject category code | EDU000000 |
| Source | bisac |
| 072 7# - SUBJECT CATEGORY CODE | |
| Subject category code | 378.199 |
| Source | bisac |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Carol Evans |
| 245 10 - TITLE STATEMENT | |
| Title | Styles of Practice in Higher Education |
| Remainder of title | Exploring approaches to teaching and learning |
| 250 ## - EDITION STATEMENT | |
| Edition statement | 1 |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Place of publication, distribution, etc. | Oxford |
| Name of publisher, distributor, etc. | Routledge |
| Date of publication, distribution, etc. | 20241014 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 150 p |
| 520 ## - SUMMARY, ETC. | |
| Expansion of summary note | This book highlights important discussions occurring within the styles field that have direct relevance for the development of effective twenty-first century learning environments. Styles research in this context is used as an umbrella term to encompass cognitive styles, learning styles, and approaches to learning, as well as student and teacher beliefs and conceptions of learning and teaching. Styles have the capacity to influence instruction in the ways that an educator chooses to design and deliver the curriculum. However, the potential of styles to inform teaching and learning, and vice-versa remains under-explored. Furthermore, the frequent misuse and misinterpretation of styles has led to over simplistic assumptions and practices including the labelling of learners as one style or another and the focus on matching mode of instruction to style of learner. A fundamental challenge, therefore, remains the dissemination of clear guidance on the effective ways of using styles research in practice; this is the core aim of the Education, Learning, Styles, Individual differences Network, whose members have contributed chapters to this book. The volume provides a major contribution to the knowledge base on enhancing the application of styles research to practice within both educational and workplace settings and is of considerable value to those involved in the design and delivery of effective learning environments within higher education. Relationships between styles variables and other individual learning differences are considered across a range of subject domains (medicine, science, teacher education) and cultural contexts. The key themes discussed include the potential of constructivist environments to effect change in learning behaviours; the notion of deep approaches to learning; relationships between approaches to learning and self-regulated learning; the varied learning and teaching responses of students/teachers to specific constructivist interventions including the identification of specific patterns of responses that are characteristic of highlighted groups; relationships between conceptions and approaches to learning and teaching This book was originally published as a special issue of Research Papers in Education . |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Maria Kozhevnikov |
| Relationship | B01 |
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