Trainee teachers' cognitive styles and notions of differentiation

Purpose – To compare the cognitive styles of trainee teachers with their notions of differentiation and perceptions of its place/location within their teaching and learning during a PGCE programme of ITE. Methodology – 80 trainee teachers completed the Cognitive Style Index (CSI) (Allinson & Hayes, 1996) at the beginning and at the end of their course. After completing the CSI measure trainees received instruction on cognitive styles. To assess their initial understanding and prior knowledge of differentiation, all trainees completed a questionnaire at the beginning at the end of their course. Findings – At the outset rudimentary understandings of differentiation were found to be held by the trainees, as well as stylistic differences between the four style groupings. Gains in understanding of differentiation and the use of cognitive style in school were evident in all trainees. Moderate changes in style were evident, with all trainees becoming more intuitive over the course of the programme. Research limitations – The sample size may be seen as a limitation in terms of generalisability. Practical implications –The predominant direction of cognitive style movement was from analytic to intuitive. The suggestion that cognitive style whilst relatively fixed is also something that can be developed, is a feature which should offer encouragement to those developing university courses through interventions such as this. Originality - Teaching sessions on how cognitive styles can be used in the classroom were used to enhance trainee understandings of individual learning differences and increase awareness of own style to facilitate understanding of differentiation

Using styles for more effective learning in multicultural and e-learning environments

Purpose – This Special Issue contains selected papers from the thirteenth annual European Learning Styles Information Network (ELSIN) conference held in Ghent, Belgium in June 2008. One of the key aims of ELSIN is to promote understanding of individual learning and cognitive differences through the dissemination of international multidisciplinary research about learning and cognitive styles and strategies of learning and thinking. Design/methodology/approach – Three papers within this special issue consider how style differences can inform the development of e-learning opportunities to enhance the learning of all (Vigentini; Kyprianidou, Demetriadis, Pombortsis and Karatasios; Zhu, Valcke and Schellens). The influence of culture on learning is also raised in the paper of Zhu and colleagues and those of Sulimma and Eaves which both focus more directly on cultural influences on style, learning and teaching. Findings – A number of key themes permeate the studies included in this Special Edition such as: the nature of styles; the intrinsic difficulty of isolating style variables from other variables impacting on performance; inherent difficulties in choosing the most appropriate style measures; the potential of e-learning to attend to individual learning differences; the role of culture in informing attitudes and access to learning; the development of constructivist learning environments to support learning through an understanding of individual differences; and most importantly how one can apply such insights about individual differences to inform and enhance instruction. Originality/value – The papers in this Special Issue contribute to enhanced knowledge about the value of style differences to design constructive learning environments in multicultural and e-learning contexts

Making sense of assessment feedback in higher education

This article presents a thematic analysis of the research evidence on assessment feedback in higher education (HE) from 2000 to 2012. The focus of the review is on the feedback that students receive within their coursework from multiple sources. The aims of this study are to (a) examine the nature of assessment feedback in HE through the undertaking of a systematic review of the literature, (b) identify and discuss dominant themes and discourses and consider gaps within the research literature, (c) explore the notion of the feedback gap in relation to the conceptual development of the assessment feedback field in HE, and (d) discuss implications for future research and practice. From this comprehensive review of the literature, the concept of the feedback landscape, informed by sociocultural and socio-critical perspectives, is developed and presented as a valuable framework for moving the research agenda into assessment feedback in HE forward

The relationship between the cognitive style(s) and preferred teacher style(s) of PGCE students

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“EVERYDAY SYMBOLS FOR MEDIATION” CONFLICT AND COOPERATION OVER THE MANAGEMENT OF CULTURAL AND NATURAL RESOURCES WITHIN THE BIG SOUTH FORK NATIONAL RIVER AND RECREATION AREA

Utilizing quantitative and qualitative methods, this in-depth ethnographic study of the Big South Fork National River and Recreation Area (BSFNRRA) examines social conflict and resistance stemming from competing values, definitions, and concerns over the management of cultural and natural resources within the region. The timing of this project is fortuitous for the National Park Service (NPS) has completed the creation of a ten year General Management Plan. Thus, we are provided with an opportunity to study and analyze the policy and methodology that park officials are required to follow in creating a management plan and eliciting public participation. The first goal of this study is to ascertain how the establishment of the BSFNRRA has altered local communities: (1) means of access to the area and (2) uses of resources within the area. Several questions will be asked and probed for answers. What happens to the meanings of the land and places on the land (such as a family cemetery) when the land is transformed from private to public ownership and is managed by a government agency for the benefit of preservation or recreation? How have residents been affected by and adapted to this transformation? The second goal is to probe the complex relationships and identify sources of conflict, resistance, and cooperation between community residents, NPS employees, and special interest groups. Essential questions arise and must be addressed. How are conflict, resistance, and cooperation demonstrated? The third goal is to delineate what measures can be taken to lessen conflict or resistance and promote cooperation? Since resistance often manifests itself in not participating in public meetings pertaining to the BSFNRRA, what measures can be taken to promote public participation? In conclusion, this study will draw clear and concise recommendations towards diminishing conflict between local residents and the NPS, along with recommendations on increasing public participation in the creation of policy pertaining to the management of public land. In addition to the applied aspect of this project, this study contributes to the body of theory by building on the mentalist paradigm of symbolic interactionism and the materialist paradigms of conflict and resistance theory