Learning Styles, Classroom Instruction, and Student Achievement (eBook)

The 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.

Daniel H. Robinson, Ph.D., M.Ed., is Associate Dean of Research and the K-16 Mind, Brain, and Education Endowed Chair in the College of Education at the University of Texas at Arlington. He previously served as Chair of the Department of Curriculum and Instruction at UTA from 2017 to2020, and Director of the School of Education at Colorado State University from 2012 to 2013. As a faculty member, he has taught at Mississippi State University (1993 to 1997), the University of South Dakota (1997 to 1998), the University of Louisville (1998 to 1999), the University of Texas at Austin (1999 to2012), and Colorado State University (2012 to2015). Dr. Robinson served as Editor of Educational Psychology Review from 2006 to 2015 and as Associate Editor of the Journal of Educational Psychology from 2014 to 2020. He has also served as an editorial board member of nine refereed international journals. Dr. Robinson has published more than 100 articles, books, and book chapters, presented more than 100 papers at research conferences, and taught more than 100 college courses. His research interests include educational technology innovations that may facilitate learning and team-based approaches to learning. He was a Visiting Fulbright Scholar, Victoria University, Wellington, New Zealand, and was named as one of the most published authors in educational psychology journals from 1991 to 2002, 2003 to 2008, and 2009 to 2014, Contemporary Educational Psychology, 2004, 2010, 2015.