Keith Howard

Advice about the Use of Learning Styles: A Major Myth in Education

Teauthors idea for this paper stems from John Stossells (2006) book, Myths, Lies, and Downright Stupidity. Stossell is a consumer advocate and 20120 anchor who has spent his career challenging consumer myths. As we talked about some of the ideas in his book we thought about common educational myths, and learning styles quickly appeared at the top of our list. Although the use oflearning styles has been challenged for years (see Curry, 1990; Doyle & Rutherford, 1984; Gutierrez & Rogoff, 2003; Kampwirth & Bates, 1980; Snider, 1990; Stahl, 1999), it seems as though the issues raised by these papers have had little impact on the continuing use of learning style instruction in education. In fact, there is a whole industry that has developed around learning styles that includes books, tapes, and consultants promoting its use in education. Our goal in this paper is not to conduct another extensive review of literature in the area, but to initiate a dialogue among educators who continue to make assertions about the usefulness ofidentifying students learning styles with little or no research support. We will discuss the status oflearning style instruction and the unsubstantiated claims made by authors of learning style instruments and by instructors. Many of our comments are influenced by two recent comprehensive reviews of learning styles (Coffield et a1., 2004a, 2004b). To begin, lets look at the advice given by a sample of authors who have written professional development and study skills textbooks about the use and benefits of learning styles. We only quote a few textbooks,

Examining Academic Support After Concussion for the Adolescent Student-Athlete: Perspectives of the Athletic Trainer

CONTEXTnStudent-athletes may require cognitive rest and academic support after concussion. Athletic trainers (ATs) in secondary schools are uniquely positioned to provide medical care and to collaborate with school professionals while managing concussions. However, little is known regarding return-to-learn policies and their implementation in secondary schools.nnnOBJECTIVEnTo examine ATs perspectives on return to learn, cognitive rest, and communication with school professionals after concussion.nnnDESIGNnCross-sectional study.nnnSETTINGnWeb-based survey.nnnPATIENTS OR OTHER PARTICIPANTSnA total of 1124 secondary school ATs completed the survey (28.5% response rate). The majority of participants were employed full time (752/1114 [67.5%]) in public schools (911/1117 [81.6%]).nnnMAIN OUTCOME MEASURE(S)nSchool and AT employment characteristics, demographics, number of concussions evaluated annually, and perceptions of school professionals familiarity with ATs responsibilities were independent variables.nnnRESULTSnOf the ATs, 44% reported having an existing return-to-learn policy. The strongest predictor of a return-to-learn policy was frequent communication with teachers after concussion (odds ratio = 1.5; 95% confidence interval = 1.2, 1.7). Most ATs recommended complete cognitive rest (eg, no reading, television; 492/1087 [45.3%]) or limited cognitive activity based upon symptoms (391/1087 [36.0%]). Common academic accommodations were postponed due dates (789/954 [82.7%]), rest breaks (765/954 [80.2%]), and partial attendance (740/954 [77.6%]). Athletic trainers self-reported as primary monitors of health (764/1037 [73.7%]) and academic progression (359/1011 [35.5%]). The strongest predictor of ATs communication with school professionals was their perception of school professionals understanding of ATs roles.nnnCONCLUSIONSnOverall, ATs followed best practices for cognitive rest and return to learn after concussion. Although ATs are central to the management of student-athletes physical health after concussion, school professionals may be better suited to monitor academic progress. Increased communication between the AT and school professionals is recommended to monitor recovery and facilitate academic support for symptomatic student-athletes.

Attitudes Toward Using Social Networking Sites in Educational Settings With Underperforming Latino Youth A Mixed Methods Study

The researchers examined the online social networking attitudes of underperforming Latino high school students in an alternative education program that uses technology as the prime venue for learning. A sequential explanatory mixed methods study was used to cross-check multiple sources of data explaining students’ levels of comfort with utilizing a social networking site platform as a supplemental communication tool in connection with their schoolwork. Students were found to be significantly less comfortable using social networking sites than other online communication tools in connection with their schoolwork, and females were significantly more uncomfortable than males using such sites in school.