LEADER 04753oam 2200733I 450 001 9910461796703321 005 20200520144314.0 010 $a1-283-52022-2 010 $a9786613832672 010 $a0-203-84185-9 010 $a1-136-90164-7 024 7 $a10.4324/9780203841853 035 $a(CKB)2670000000230839 035 $a(EBL)987855 035 $a(OCoLC)804661493 035 $a(SSID)ssj0000696853 035 $a(PQKBManifestationID)11460651 035 $a(PQKBTitleCode)TC0000696853 035 $a(PQKBWorkID)10702811 035 $a(PQKB)11207748 035 $a(OCoLC)768077550 035 $a(MiAaPQ)EBC987855 035 $a(Au-PeEL)EBL987855 035 $a(CaPaEBR)ebr10588942 035 $a(CaONFJC)MIL383267 035 $a(OCoLC)891465441 035 $a(EXLCZ)992670000000230839 100 $a20180706d2011 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aStyle differences in cognition, learning, and management $etheory, research, and practice /$fedited by Stephen Rayner and Eva Cools 210 1$aNew York :$cRoutledge,$d2011. 215 $a1 online resource (343 p.) 225 1 $aRoutledge series in management, organization, and society ;$v10 300 $aDescription based upon print version of record. 311 $a1-138-87048-X 311 $a0-415-80199-0 320 $aIncludes bibliographical references and index. 327 $aCover; Style Differences in Cognition, Learning, and Management: Theory, Research, and Practice; Copyright; Contents; Foreword: Reports of a Death Greatly Exaggerated; Figures; Tables; 1 Setting the Scene: The Journey toward a Paradigm Shift; Part I The Theory of Style Differences; 2 Determining Cognitive Styles: Historical Perspective and Directions for Future Research; 3 Basic Psychometrics for Model Building and the Validation of Cognitive Style; 4 The Theory of Mental Self-Government Grows Up: Where Has It Led the Field after 21 Years? 327 $a5 The Learning Flexibility Index: Assessing Contextual Flexibility in Learning Style6 Further Understanding Learning in Higher Education: A Systematic Review on Longitudinal Research Using Vermunt's Learning Pattern Model; Part II Personal Diversity: Style Differences in Thinking, Learning, and Knowledge Acquisition; 7 Assessing the Distribution of Learning and Adaptive Styles in an MBA Program; 8 Kolb's Learning Styles and Approaches to Learning through the Use of Students' Critical Questions; 9 Relating Knowledge Structures to Learning Styles and University Teaching 327 $a10 Illustrating a Complementary Paradigm for Styles Research: From a Third-Person to a Second-Person Perspective11 Teaching Secondary Teachers about Style: Should We Do It?; 12 Patterns in Student Learning and Teacher Learning: Similarities and Differences; 13 Enhancing Feedback Practice: A Personal Learning Styles Pedagogy Approach; Part III Personal Diversity: Style Differences in Lifelong Learning and Workplace Contexts; 14 Learning Styles and Personal Pedagogy in the Virtual Worlds of Learning; 15 Cultures of Learning: Cultures of Style 327 $a16 Personalizing Web Environments on Cognitive Style: The Effect on Users' Performance17 Improving Business Education for the 21st Century: The Role of Cognitive Styles; 18 Learning-Styles-Based Differentiating Instruction for At-Risk Students: Rationale, Research Documentation, Assessment Tools, and Alternative Approaches; 19 Putting Style Theory into Practice in the UK Secondary School: Inclusive Classrooms for Vulnerable Learners; Part IV Summing Up: The Journey Continues. . .; 20 Researching Style: More of the Same or Moving Forward?; Contributors; Index 330 8 $aThis volume presents leading edge research and a 'global paradigm' for the theory of style differences in human performance. It extends an understanding of style differences in learning, thinking and behaviour, developing style research methodology, assessment, and applying style in learning. 410 0$aManagement, organizations and society (London, England) ;$vv. 10. 606 $aCognitive styles 606 $aLearning, Psychology of 606 $aManagement$xPsychological aspects 608 $aElectronic books. 615 0$aCognitive styles. 615 0$aLearning, Psychology of. 615 0$aManagement$xPsychological aspects. 676 $a153 701 $aCools$b Eva$f1977-$0912385 701 $aRayner$b Stephen$0912386 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910461796703321 996 $aStyle differences in cognition, learning, and management$92043616 997 $aUNINA