The measurement of meaning

(2000). Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment. The Journal of Economic Education: Vol. 31, No. 1, pp. 30-43.

Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment

Following a discussion of the meaning of the term "skills" and a review of historical influences on their learning, a closed-loop theory for learning simple movements is presented Empirical generalizations from the literature are stated, and the theory is used to explain them The generalizations are of 2 classes: learning through the application of knowledge of results, and the effects of withdrawing knowledge of results

A Closed-Loop Theory of Motor Learning

State-Trait Anxiety Inventoryによるペインクリニック外来患者の不安の評価

This review article considered the nature of styles and strategies and then surveyed work on cognitive styles. Different researchers have used a variety of labels for the styles they have investigated. Analysis of the way in which they assessed style, its effect on behaviour and performance, and studies of the relationship to other labels, suggested that the labels may be grouped into two principal cognitive styles. These were labelled the Wholist‐Analytic and Verbialiser‐Imager dimensions. A computer presented method of assessing the position of an individual on these dimensions was described.

Cognitive Styles--An Overview and Integration.

Summary An instrument, the Grasha-Riechmann Student Learning Style Scales (GRSLSS), was developed to assess six student learning styles These styles are Independent, Dependent, Avoidant, Participant, Collaborative, and Competitive A “rational approach” was used to develop the GRSLSS and evaluate its construct validity The process included professional and student inputs in special procedures for selecting scale items and designing criterion items The utility of this approach is considered and problems critiqued The rational approach yielded relatively high temporal reliability coefficients (range across scales r = 76 to r = 83; N = 269) and numerous meaningful correlations between criterion items and scale scores

A Rational Approach to Developing and Assessing the Construct Validity of a Student Learning Style Scales Instrument

(1994). A Matter of Style: The Teacher as Expert, Formal Authority, Personal Model, Facilitator, and Delegator. College Teaching: Vol. 42, No. 4, pp. 142-149.

https://ils.unc.edu/courses/2013_fall/inls889_001/readings/Grasha.Style.Roles.pdf

A Matter of Style: The Teacher as Expert, Formal Authority, Personal Model, Facilitator, and Delegator

(2000). Integrating Teaching Styles and Learning Styles with Instructional Technology. College Teaching: Vol. 48, No. 1, pp. 2-10.

https://www.jstor.org/stable/pdfplus/27558972.pdf

Integrating Teaching Styles and Learning Styles with Instructional Technology

A comprehensive model of the dynamics of one-on-one teaching is described. Adoption of specific teaching styles is influenced by the learning styles of students; the interest in faculty to build interpersonal relationships with learners; teacher need to control the task; the capability of students; and situational constraints. In clinical settings, thesis work, and other areas, faculty preferred the use of Personal Model, Facilitator, and Delegator teaching styles. Relative to classroom teaching, these styles were used more frequently and the Expert and Formal Authority Styles were less prominent. This is consistent with the goals of one-on-one teaching to develop the ability of learners to work independently.

Anthony F. Grasha

Papers

A Rational Approach to Developing and Assessing the Construct Validity of a Student Learning Style Scales Instrument

A Matter of Style: The Teacher as Expert, Formal Authority, Personal Model, Facilitator, and Delegator

Integrating Teaching Styles and Learning Styles with Instructional Technology

The Dynamics of One-on-One Teaching

Observations on relating teaching goals to student response styles and classroom methods.