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Teachers using learning styles: torn between research and accountability?

Martin, Stewart

Authors

Stewart Martin



Abstract

The proliferation of instruments reporting learning/cognitive style with school pupils is of particular interest, because most research on them focuses on applications in higher education, training and the adult workplace, where criticisms of their integrity, reliability and validity have been significant. This study examines two such popular instruments in highly effective schools in England, UK. Neither instrument demonstrated reasonable internal consistency or results according with theoretical constructs. Concerns about their usefulness in these contexts are explored. Reasons provided by faculty for their use were: face validity; external inspection; professional accountability; institutional policy; the legacy from initial training; established classroom practice.

Citation

Martin, S. (2010). Teachers using learning styles: torn between research and accountability?. Teaching and Teacher Education, 26(8), 1583-1591. doi:10.1016/j.tate.2010.06.009

Journal Article Type Article
Publication Date Nov 1, 2010
Deposit Date Nov 13, 2014
Journal Teaching And Teacher Education
Print ISSN 0742-051X
Publisher Elsevier
Peer Reviewed Peer Reviewed
Volume 26
Issue 8
Pages 1583-1591
DOI https://doi.org/10.1016/j.tate.2010.06.009
Public URL https://hull-repository.worktribe.com/output/468541