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008			220129s2022 sz | s |||| 0|eng d
020			_a9783030907921
024	7		_a10.1007/978-3-030-90792-1 _2doi
040			_aES-MaUEC _bspa _cES-MaUEC _dES-MaUEC
050		4	_aLB1051 _b2022 EB
245	0	0	_aLearning Styles, Classroom Instruction, and Student Achievement _cedited by Daniel H. Robinson, Veronica X. Yan, Joseph A. Kim
250			_afirst edition 2022
264		1	_aCham _bSpringer International Publishing _c2022
300			_a1 recurso en línea (V, 77 páginas) _b6 ilustraciones, 4 ilustraciones a color
336			_2rdacontent _aTexto _btxt
337			_2rdamedia _aelectrónico _bc
338			_2rdacarrier _arecurso electrónico _bcr
347			_aarchivo de texto _bPDF
490	0		_aMonographs in the Psychology of Education _x2662-7582
505	0		_aChapter 1. The Importance of Examining Possible Educational Myths in an Era of Fake News -- Chapter 2. What Are Learning Styles and How Did They Get Started -- Chapter 3. The Widespread Belief in and Uses of Learning Styles -- Chapter 4. A Systematic Review of Learning Styles in Academic Journals -- Chapter 5. Reconceptualizing Learning Styles -- Chapter 6. Consequences of Endorsing the Learning Styles Myth -- Chapter 7. Possible Consequences Associated with the Use of Learning Styles -- Chapter 8. Future Directions in Research and Practice of Learning Styles.
520			_aThe book examines the history of learning styles, including their widespread acceptance and endorsement in educational settings. In addition, it explores both the support of and opposition to learning styles by academics. The book discusses cases for and against learning styles and offers a systematic review of empirical evidence. It describes consequences of promoting learning styles in the classroom and offers insights into future directions in research and practice.The book offers a critical examination that adds to the broader discussion of what is truthful and what is fake news in education. Key areas of coverage include: History of learning styles. Widespread belief in and uses of learning styles. Review of recent learning styles coverage in academic journals. The case for learning styles. The case against learning styles. Consequences associated with using learning styles. Learning Styles, Classroom Instruction, and Student Achievement is an essential resource for researchers, professors, and graduate students as well as teachers and educational professionals in such varied fields as clinical child and school psychology, educational psychology, social work, public health, teaching and teacher education, and educational practice and policy.
988			_aSpringer_Psychology_2022
650		7	_2embne _9138601 _aPsicología de la educación
700	1		_aRobinson, Daniel H. _eeditor
700	1		_aYan, Veronica X. _eeditor
700	1		_aKim, Joseph A. _eeditor
856	4	0	_uhttps://go.openathens.net/redirector/universidadeuropea.es?url=https://doi.org/10.1007/978-3-030-90792-1 _zAcceso a este recurso digital (usuarios Universidad Europea de Madrid)
942			_2lcc _cLE _n0
998			_b03/2022 _dz _eu _zSI