Bad education: debunking myths in education.

Orlandi, Kathleen

doi:10.1080/00071005.2013.816063

Cited by 2 publications

(2 citation statements)

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“…Despite the criticism, and although learning styles theories may have lost some of their luster, introducing students to their learning preferences is an important tool for teachers. Studying how students prefer to learn can provide valuable information for establishing a discourse about learners' strengths and weaknesses (Adey et al, 2012), enhancing their participation, and empowering them to engage in their learning (Franquesa-Soler et al, 2019). Explicit discussions with students about their learning preferences can bring their voices into the classroom, thus giving them ownership of their learning processes (Dhiman, 2014;Spektor-Levy et al, 2019) and promising better student outcomes (An & Carr, 2017).…”

Section: Students' Learning Preferencesmentioning

confidence: 99%

Students’ voices—the dynamic interactions between learning preferences, gender, learning disabilities, and achievements in science studies

Aloni,

Zion,

Spektor-Levy

2024

Instr Sci

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Students’ individual characteristics influence the effectiveness of instruction and learning and, therefore, the depth of learning. This study brings forth the voices of middle school students regarding their science learning preferences through four modalities: visual, auditory, sensorimotor, and agency support. We examined the relationship between the students’ science learning preferences and three of their personal characteristics (gender, having or not having a learning disability, and level of scientific knowledge and skills). The study encompassed 305 students (166 girls) and applied a quantitative methodology employing two questionnaires: Scientific Knowledge and Skills and Learning Preferences. Analysis of variance and multiple regressions revealed that the participants favored all four learning modalities, with a significant preference for learning via visual and sensorimotor means. Girls significantly preferred learning preferences via visuals and agency support. A significant correlation was found between the level of preference for learning science via auditory means and the students’ level of scientific knowledge and skills. Hierarchical regression analysis showed a significant positive contribution of gender and preference for learning science via auditory means but no contribution of having a learning disability to the students’ level of scientific knowledge and skills. The study results show the importance of implementing multi-faceted instructional strategies to address students’ diversity and learning preferences. Our findings underscore the need for educators and policymakers to be attentive to the students’ voices when striving to narrow gaps, achieve equality among students, and elevate students’ knowledge and skills in science studies.

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Section: Students' Learning Preferencesmentioning

confidence: 99%

Students’ voices—the dynamic interactions between learning preferences, gender, learning disabilities, and achievements in science studies

Aloni,

Zion,

Spektor-Levy

2024

Instr Sci

View full text Add to dashboard Cite

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“…Authors of several of the studies included in this analysis suggest that the general trend showing that the typically developing pupil's experience of the classroom has, in effect, become more passive over time owes something to the introduction of the National Curriculum in the late 1980s. 'Because of the amount of subject content and standards of attainment that were now required' (Pollard et al, 2000), teachers have been 'forced to concentrate more on whole class teaching' (Moses, 1996;Brown, 2012). Fitting the new statutory requirements into the school day, suggest Galton et al (1999a), places 'too heavy an imperative on teachers to cut down the amount of pupil participation in order to "get through" the curriculum content'.…”

Section: The Frequency Of Pupils' Interactions With Teachers and Teac...mentioning

confidence: 99%

The Inclusion Illusion. How children with special educational needs experience mainstream schools

Webster,

Echeita,

Weiss

et al. 2023

European Journal of Special Needs Education

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The Inclusion Illusion'This timely book presents clear challenges to the limits placed on progress for children with SEND in mainstream schools. It stands alongside calls, back to Warnock's vision of every teacher being a teacher of SEN, for an end to "exclusion within inclusion". It urges us to develop all staff to fulfil their roles with pupils with SEND. Acknowledging the value of TAs, it urges schools to ensure children who most need a teacher, get the teacher. Based on rigorous research, it rightly calls for bravery. For honesty. For action.' Professor Maggie Atkinson, safeguarding consultant, adviser and leader, and Children's Commissioner for England (2009-15) 'This is an important and valuable book which . . . has the potential to improve the educational experiences of pupils with significant learning and related difficulties. It combines an insightful account of the many issues and difficulties surrounding inclusion with a rigorous analysis of the outcomes and implications of large-scale empirical work.' Professor Paul Croll, University of Reading 'I love this book! It tackles the structural challenges of inclusion head on and sets out what must change to create a fairer future for children with SEND. This is essential reading for all evidence-led school leaders, teachers and policymakers who believe in better.' Margaret Mulholland, SEND and inclusion policy specialist, Association of School and College Leaders'Rob Webster has deepened our understanding of how mainstream schools fail to address the needs of children with SEND. Distilling the crucial insights from years of work, he has thrown down a challenge to policymakers that for many children with SEND, simply having a mainstream placement is not the same as inclusion. This book is essential reading for anyone interested in what needs to change to ensure better futures for children with SEND in mainstream schools.' Brian Lamb OBE, Visiting Professor of Special Educational Needs and Disability, Derby University 'This book brilliantly demonstrates the kind of education children with special educational needs in mainstream classrooms, with the legal entitlement to an Education, Health and Care Plan, actually experience. Despite talk of inclusion, the classroom settings and organisation ensure that the children are excluded and marginalised from actual mainstream teaching. The over-use of teaching assistants, however well intentioned, is no substitute for the attention of qualified teachers. There is a separation in mainstream classes that ensures that inclusion is indeed an illusion. The book should be read by all teachers, parents and policymakers who care about the education of all children, not just those who are regarded as "typical" or non-problematic.'

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Bad education: debunking myths in education.

Cited by 2 publications

References 0 publications

Students’ voices—the dynamic interactions between learning preferences, gender, learning disabilities, and achievements in science studies

Students’ voices—the dynamic interactions between learning preferences, gender, learning disabilities, and achievements in science studies

The Inclusion Illusion. How children with special educational needs experience mainstream schools

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