Abstract
An ongoing challenge for instructional and syllabus designers and teachers and facilitators who seek to implement these curricula is finding and maintaining an appropriate balance between differing learning and teaching styles. Differences in cultural and language backgrounds, previous learning and teaching experiences, and the personal characteristics of learners and teachers create an extremely complex milieu at the intersection of learning and teaching in contemporary educational contexts. This chapter explores this issue through an analysis of three different data sets: the experiences of male Saudi nursing students at an Australian university; the role of children, parents and peers, and the natural environment as educators in an alternative school context; and the interaction between a teacher and student in an Australian senior secondary art classroom.
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Suggestions for further reading
Cole, R. W. (2008). Educating everybody’s children: Diverse teaching strategies for diverse learners (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
Coyne, M. D., Kame’enui, E. J., & Carnine, D. W. (2010). Effective teaching strategies that accommodate diverse learners (4th ed.). Upper Saddle River, NJ: Pearson Education.
Mazur, A. J., & Doran, P. R. (2010). Teaching diverse learners: Principles for best practice. Thousand Oaks, CA: Corwin Press.
Pawlak, M. (Ed.). (2012). New perspectives on individual differences in language learning and teaching. Berlin, Germany: Springer.
Rahman, F. A., Scaife, J., Yahya, N. A., & Ab Jalil, H. (2010). Knowledge of diverse learners: Implications for the practice of teaching. International Journal of Instruction, 3(2), 83–96.
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© 2014 Margaret Baguley, Patrick Alan Danaher, Andy Davies, Linda De George-Walker, Janice K. Jones, Karl J. Matthews, Warren Midgley and Catherine H. Arden
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Baguley, M. et al. (2014). Learning and Teaching Styles. In: Educational Learning and Development: Building and Enhancing Capacity. Palgrave Pivot, London. https://doi.org/10.1057/9781137392848_8
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DOI: https://doi.org/10.1057/9781137392848_8
Publisher Name: Palgrave Pivot, London
Print ISBN: 978-1-349-48343-3
Online ISBN: 978-1-137-39284-8
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