for Journals by Title or ISSN
for Articles by Keywords
help
  Subjects -> EDUCATION (Total: 2206 journals)
    - ADULT EDUCATION (25 journals)
    - COLLEGE AND ALUMNI (9 journals)
    - E-LEARNING (30 journals)
    - EDUCATION (1875 journals)
    - HIGHER EDUCATION (137 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (35 journals)
    - SCHOOL ORGANIZATION (13 journals)
    - SPECIAL EDUCATION AND REHABILITATION (39 journals)
    - TEACHING METHODS AND CURRICULUM (39 journals)

EDUCATION (1875 journals)                  1 2 3 4 5 6 7 8 | Last

Showing 1 - 200 of 857 Journals sorted alphabetically
#Tear : Revista de Educação, Ciência e Tecnologia     Open Access   (Followers: 3)
(Pensamiento), (palabra) y obra     Open Access   (Followers: 2)
21. Yüzyılda Eğitim Ve Toplum Eğitim Bilimleri Ve Sosyal Araştırmalar Dergisi     Open Access  
21st Century Pedagogy     Open Access  
@tic. revista d'innovació educativa     Open Access  
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi     Open Access   (Followers: 2)
ABDIMAS ALTRUIS : Jurnal Pengabdian Kepada Masyarakat     Open Access  
About Campus     Hybrid Journal   (Followers: 6)
Academic Medicine     Hybrid Journal   (Followers: 63)
Academic Psychiatry     Full-text available via subscription   (Followers: 29)
Academic Questions     Hybrid Journal   (Followers: 8)
Academy of Educational Leadership Journal     Full-text available via subscription   (Followers: 61)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 59)
Accounting & Finance     Hybrid Journal   (Followers: 56)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 22)
Açıköğretim Uygulamaları ve Araştırmaları Dergisi     Open Access  
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 8)
Acta Didactica Norge     Open Access   (Followers: 2)
Acta Educationis Generalis     Open Access  
Acta Paedagogica Vilnensia     Open Access  
Acta Scientiarum. Education     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 68)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 41)
Action Research     Hybrid Journal   (Followers: 48)
Active Learning in Higher Education     Hybrid Journal   (Followers: 320)
Actualidades Pedagógicas     Open Access  
Adelphi series     Hybrid Journal   (Followers: 14)
Adiyaman University Journal of Educational Sciences     Open Access   (Followers: 1)
Administração Educacional     Open Access  
Administration & Society     Hybrid Journal   (Followers: 14)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 198)
Adult Education Quarterly     Hybrid Journal   (Followers: 190)
Advanced Education     Open Access   (Followers: 14)
Advances in Building Education     Open Access   (Followers: 4)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 32)
Advances in High Energy Physics     Open Access   (Followers: 22)
Advances in School Mental Health Promotion     Partially Free   (Followers: 9)
AERA Open     Open Access   (Followers: 8)
Africa Education Review     Partially Free   (Followers: 25)
African Journal of Chemical Education     Open Access   (Followers: 4)
African Journal of Educational Studies in Mathematics and Sciences     Full-text available via subscription   (Followers: 7)
African Journal of Health Professions Education     Open Access   (Followers: 6)
African Journal of Research in Mathematics, Science and Technology Education     Full-text available via subscription   (Followers: 9)
Agora     Full-text available via subscription   (Followers: 5)
AGORA Magazine     Open Access  
Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi     Open Access  
Ahmad Dahlan Journal of English Studies     Open Access   (Followers: 2)
AIDS Education and Prevention     Full-text available via subscription   (Followers: 8)
Ainedidaktiikka     Open Access  
Akadémiai Értesítö     Full-text available via subscription  
Akademos     Open Access  
AKSIOMA Journal of Mathematics Education     Open Access   (Followers: 2)
Aksis : Jurnal Pendidikan Bahasa dan Sastra Indonesia     Open Access  
Al-Idarah : Jurnal Kependidikan Islam     Open Access  
Al-Jabar : Jurnal Pendidikan Matematika     Open Access   (Followers: 1)
Al-Mudarris : Journal of Education     Open Access   (Followers: 1)
Al-Tadris : Jurnal Pendidikan Bahasa Arab     Open Access  
Al-Tadzkiyyah : Jurnal Pendidikan Islam     Open Access  
Alan Eğitimi Araştırmaları Dergisi     Open Access  
Alexandria : Revista de Educação em Ciência e Tecnologia     Open Access  
Alotrop     Open Access  
Alsic : Apprentissage des Langues et Systèmes d'Information et de Communication     Open Access   (Followers: 16)
Alteridad     Open Access  
Amasya Universitesi Egitim Fakültesi Dergisi     Open Access  
Ambiente & Educação : Revista de Educação Ambiental     Open Access  
American Annals of the Deaf     Full-text available via subscription   (Followers: 13)
American Educational Research Journal     Hybrid Journal   (Followers: 188)
American Journal of Business Education     Open Access   (Followers: 13)
American Journal of Distance Education     Hybrid Journal   (Followers: 35)
American Journal of Education     Full-text available via subscription   (Followers: 226)
American Journal of Educational Research     Open Access   (Followers: 65)
American Journal of Health Education     Hybrid Journal   (Followers: 32)
American Journal of Physics     Full-text available via subscription   (Followers: 54)
American String Teacher     Full-text available via subscription   (Followers: 2)
Ana Dili Eğitimi Dergisi / Journal of Mother Tongue Education     Open Access  
Anadolu Journal Of Educational Sciences International     Open Access  
Anadolu University Journal of Education Faculty     Open Access  
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 3)
Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova     Open Access  
Annali dell'Universita di Ferrara     Hybrid Journal  
Annals of Dyslexia     Hybrid Journal   (Followers: 10)
Annals of Modern Education     Full-text available via subscription   (Followers: 5)
Anuario Pilquen : Sección Divulgación Científica     Open Access  
Apertura. Revista de innovación educativa‏     Open Access   (Followers: 2)
Apex : New Zealand Journal of Gifted Children     Open Access   (Followers: 1)
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 17)
Applied Measurement in Education     Hybrid Journal   (Followers: 10)
AR-RIAYAH : Jurnal Pendidikan Dasar     Open Access  
Arabia     Open Access  
Arabiyatuna : Jurnal Bahasa Arab     Open Access  
Archivos de Ciencias de la Educación     Open Access   (Followers: 1)
Areté, Revista Digital del Doctorado en Educación de la Universidad Central de Venezuela     Open Access  
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 24)
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 38)
Arts Education Policy Review     Hybrid Journal   (Followers: 5)
Artseduca : Revista electrónica de educación en las ARTES     Open Access  
ASHE Higher Education Reports     Hybrid Journal   (Followers: 19)
Asia Pacific Education Review     Hybrid Journal   (Followers: 13)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 22)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 13)
Asia-Pacific Journal of Health, Sport and Physical Education     Hybrid Journal   (Followers: 9)
Asia-Pacific Journal of Teacher Education     Hybrid Journal   (Followers: 26)
Asian Association of Open Universities Journal     Open Access   (Followers: 1)
Asian Education and Development Studies     Hybrid Journal   (Followers: 6)
Asian Journal of English Language Teaching     Full-text available via subscription   (Followers: 14)
Asian Journal of Legal Education     Full-text available via subscription   (Followers: 4)
ASp     Open Access   (Followers: 3)
Assessing Writing     Hybrid Journal   (Followers: 11)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 174)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 15)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 45)
Assessment Update     Hybrid Journal   (Followers: 5)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 5)
At-Ta'dib Jurnal Kependidikan Islam     Open Access  
At-Taqaddum     Open Access  
At-Turats     Open Access  
Atenas : Revista Científico Pedagógica     Open Access   (Followers: 1)
Athenea Digital     Open Access  
ATIKAN : Jurnal Kajian Pendidikan (Journal of Educational Studies)     Open Access  
Aula Abierta     Open Access   (Followers: 1)
Aula de Encuentro     Open Access  
Australasian Journal of Educational Technology     Open Access   (Followers: 20)
Australasian Journal of Gifted Education     Full-text available via subscription   (Followers: 6)
Australasian Marketing Journal (AMJ)     Hybrid Journal   (Followers: 4)
Australian Art Education     Full-text available via subscription   (Followers: 8)
Australian Educational and Developmental Psychologist, The     Full-text available via subscription   (Followers: 9)
Australian Educational Computing     Open Access   (Followers: 1)
Australian Educational Researcher     Hybrid Journal   (Followers: 30)
Australian Journal of Adult Learning     Full-text available via subscription   (Followers: 16)
Australian Journal of Career Development     Hybrid Journal   (Followers: 3)
Australian Journal of Dyslexia and Learning Difficulties     Full-text available via subscription   (Followers: 8)
Australian Journal of Education     Hybrid Journal   (Followers: 41)
Australian Journal of Environmental Education     Full-text available via subscription   (Followers: 8)
Australian Journal of Indigenous Education, The     Full-text available via subscription   (Followers: 10)
Australian Journal of Learning Difficulties     Hybrid Journal   (Followers: 5)
Australian Journal of Music Education     Full-text available via subscription   (Followers: 4)
Australian Journal of Public Administration     Hybrid Journal   (Followers: 471)
Australian Journal of Teacher Education     Open Access   (Followers: 27)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 7)
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 5)
Australian Screen Education Online     Full-text available via subscription   (Followers: 3)
Australian TAFE Teacher     Full-text available via subscription   (Followers: 4)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 4)
Autism     Hybrid Journal   (Followers: 301)
Avaliação : Revista da Avaliação da Educação Superior (Campinas)     Open Access  
Azalea: Journal of Korean Literature & Culture     Full-text available via subscription   (Followers: 4)
Bahastra     Open Access  
Balkan Region Conference on Engineering and Business Education     Open Access   (Followers: 2)
Barn : Forskning om barn og barndom i Norden     Open Access   (Followers: 1)
BC TEAL Journal     Open Access  
BELAJEA : Jurnal Pendidikan Islam     Open Access  
BELIA : Early Childhood Education Papers     Open Access   (Followers: 9)
BELT - Brazilian English Language Teaching Journal     Open Access   (Followers: 4)
Berkeley Review of Education     Open Access   (Followers: 8)
Biblioteca Escolar em Revista     Open Access  
Biblioteka i Edukacja     Open Access   (Followers: 4)
Bildung und Erziehung     Hybrid Journal   (Followers: 5)
Bio-Lectura     Open Access  
Bioedukasi : Jurnal Pendidikan Biologi FKIP UM Metro     Open Access  
Bioma : Jurnal Ilmiah Biologi     Open Access  
Biosaintifika : Journal of Biology & Biology Education     Open Access   (Followers: 7)
Biosfer : Jurnal Biologi dan Pendidikan Biologi     Open Access  
Biosfer : Jurnal Tadris Biologi     Open Access  
Biuletyn Historii Wychowania     Open Access  
BMC Medical Education     Open Access   (Followers: 46)
BMJ Simulation & Technology Enhanced Learning     Hybrid Journal   (Followers: 10)
Boletim Cearense de Educação e História da Matemática     Open Access  
Boletim de Educação Matemática     Open Access  
Boletim Técnico do Senac     Open Access  
British Educational Research Journal     Hybrid Journal   (Followers: 214)
British Journal of Educational Studies     Hybrid Journal   (Followers: 177)
British Journal of Educational Technology     Hybrid Journal   (Followers: 178)
British Journal of Music Education     Hybrid Journal   (Followers: 24)
British Journal of Religious Education     Hybrid Journal   (Followers: 9)
British Journal of Sociology of Education     Hybrid Journal   (Followers: 61)
British Journal of Special Education     Hybrid Journal   (Followers: 49)
British Journal of Visual Impairment     Hybrid Journal   (Followers: 13)
Brookings Trade Forum     Full-text available via subscription   (Followers: 3)
Buletin Fisika     Open Access  
Bulletin of the Council for Research in Music Education     Full-text available via subscription   (Followers: 6)
Business, Management and Education     Open Access   (Followers: 19)
Caderno Brasileiro de Ensino de Física     Open Access  
Caderno de Educação     Open Access  
Caderno Intersabares     Open Access  
Cadernos CEDES     Open Access   (Followers: 1)
Cadernos de Educação     Open Access  
Cadernos de Estudos e Pesquisa na Educação Básica     Open Access  
Cadernos de Pesquisa     Open Access  
Cadernos de Pesquisa     Open Access   (Followers: 2)
Cadernos de Pesquisa em Educação     Open Access   (Followers: 1)
Cadmo     Full-text available via subscription   (Followers: 1)
Cahiers de la recherche sur l'éducation et les savoirs     Open Access   (Followers: 4)
Cakrawala Pendidikan     Open Access  
Calidad en la educación     Open Access   (Followers: 1)
Cambridge Journal of Education     Hybrid Journal   (Followers: 97)
Campus Legal Advisor     Hybrid Journal   (Followers: 2)
Campus Security Report     Hybrid Journal  
Canadian and International Education     Open Access   (Followers: 9)
Canadian Journal for New Scholars in Education/ Revue canadienne des jeunes chercheures et chercheurs en éducation     Open Access   (Followers: 7)
Canadian Journal for the Scholarship of Teaching and Learning     Open Access   (Followers: 16)

        1 2 3 4 5 6 7 8 | Last

Similar Journals
Journal Cover
Aula Abierta
Journal Prestige (SJR): 0.226
Citation Impact (citeScore): 1
Number of Followers: 1  

  This is an Open Access Journal Open Access journal
ISSN (Print) 0210-2773
Published by Universidad de Oviedo Homepage  [14 journals]
  • Conocimientos de los maestros acerca de la dislexia del desarrollo:
           implicaciones educativas

    • Authors: Joyce Echegaray-Bengoa; Manuel Soriano-Ferrer
      Pages: 63 - 69
      Abstract: Publication date: Available online 3 March 2016
      Source:Aula Abierta
      Author(s): Joyce Echegaray-Bengoa, Manuel Soriano-Ferrer
      El propósito del estudio es investigar los conocimientos, las creencias erróneas y las lagunas de conocimiento de los profesores sin experiencia y de los profesores con experiencia de España, con relación a áreas específicas sobre la dislexia del desarrollo: información general, síntomas/diagnóstico y tratamiento, así como su relación con variables sociodemográficas. Ciento dieciocho profesores sin experiencia y 110 profesores con experiencia completaron la Escala de Conocimientos y Creencias sobre la Dislexia del Desarrollo (KBDDS). Los resultados indican que los conocimientos de los profesores con experiencia fueron significativamente mejores que los de los profesores sin experiencia en la escala total y en sus respectivas subescalas. Sin embargo, las lagunas de conocimientos fueron mayores para los profesores sin experiencia en la escala total y en las subescalas de información general y de síntomas. En el caso de las creencias erróneas, aunque los rangos promedio fueron más altos en el caso de los profesores sin experiencia, no se alcanzó la significación estadística. Los años de experiencia en la enseñanza, la autoeficacia y la experiencia directa con un niño diagnosticado con dislexia, correlacionaron positivamente con los conocimientos. Se discuten las implicaciones educativas de nuestros resultados en relación con la formación de los maestros en la universidad, así como en los programas de desarrollo profesional de los maestros en ejercicio. The purpose of the study is to investigate the knowledge, misconceptions, and lack of information of pre-service and in-service Spanish teachers, in relation to specific areas of developmental dyslexia: general information, symptoms/diagnosis, and treatment. Also, to study the relationship between knowledge and sociodemographic variables. The study included 118 pre-service teachers and 110 in-service teachers who completed the knowledge and beliefs scale about developmental dyslexia (KBDDS). The results indicate that the knowledge of in-service teachers was significantly better than pre-service teachers in the full scale and in their respective sub-scales. However, lack of information was higher for pre-service teachers in the full scale and in the sub-scales of general information and symptoms. In the case of misconceptions, although the mean ranges were higher in pre-service teachers than in-service teachers, it did not reach statistical significance. The years of teaching experience, the self-efficacy, and direct experience with a child diagnosed with dyslexia, positively correlated with knowledge. The educational implications of our results in training teachers at the university and on the professional development of teachers are discussed.

      PubDate: 2016-03-08T02:27:15Z
      DOI: 10.1016/j.aula.2016.01.001
      Issue No: Vol. 44, No. 2 (2016)
       
  • Atención a la diversidad en la educación secundaria obligatoria:
           Análisis desde la inspección educativa

    • Authors: José Domínguez Alonso; Antonio López Castedo; Elia Vázquez Varela
      Pages: 70 - 76
      Abstract: Publication date: Available online 23 April 2016
      Source:Aula Abierta
      Author(s): José Domínguez Alonso, Antonio López Castedo, Elia Vázquez Varela
      El objetivo del estudio es doble: por un lado, conocer las percepciones que los profesionales de la inspección educativa tienen sobre la atención a la diversidad en la educación secundaria obligatoria y, por otro, comprobar si existen diferencias en la percepción de estos profesionales en función de determinadas variables sociodemográficas. Para ello, se aplicó un cuestionario «ad hoc» (datos sociodemográficos) y otro para la evaluación de la atención a la diversidad como dimensión educativa en las instituciones escolares (EVADIE, versión inspección educativa), a 62 inspectores educativos de la Comunidad Autónoma de Galicia (España). Los resultados constatan una acepción de la diversidad como algo positivo y enriquecedor, que debería incluirse en los proyectos educativos de los centros escolares, enfocada a una orientación educativa y profesional según las capacidades del alumnado. Además, el estudio proporciona evidencia empírica de debilidad en las variables sociodemográficas de la inspección educativa sobre la atención a la diversidad en centros de educación secundaria obligatoria, al existir solamente diferencias significativas en función de la edad (en el currículum, medidas ordinarias y extraordinarias), antigüedad (en el currículum y las medidas extraordinarias), titulación (en centro y currículum) y provincia (en centro y concepto de diversidad). The objective of this study is twofold: The first is to determine the perceptions that education inspection professionals have on the attention to diversity in compulsory secondary education; and secondly, to check if there are differences in the perception of these professionals that depend on certain socio-demographic variables. For this purpose, an “ad hoc” questionnaire was applied (demographic data), and another for the assessment of attention to diversity as an educational dimension in schools (EVADIE: inspection education version) to 62 education inspectors of the Autonomous Community of Galicia (Spain). The results show a sense of diversity as something positive and rewarding that should be included in educational projects for schools, focused on educational and vocational guidance according to the abilities of the students. In addition, the study provides empirical evidence of weakness in the socio-demographic variables of the education inspection on the attention to diversity in compulsory secondary education centres. There are only significant differences according to age (in the curriculum, ordinary and extraordinary measures), antiquity (in the curriculum and the extraordinary measures), qualification (in the centre and curriculum), and province (in the centre and concept of diversity).

      PubDate: 2016-04-26T21:42:00Z
      DOI: 10.1016/j.aula.2016.03.002
      Issue No: Vol. 44, No. 2 (2016)
       
  • Incidencia de las metas académicas del alumnado de secundaria en su
           gestión motivacional

    • Authors: Iris Estevez; Susana Rodríguez; Antonio Valle; Bibiana Regueiro; Isabel Piñeiro
      Pages: 83 - 90
      Abstract: Publication date: Available online 30 April 2016
      Source:Aula Abierta
      Author(s): Iris Estevez, Susana Rodríguez, Antonio Valle, Bibiana Regueiro, Isabel Piñeiro
      Desde diversas posiciones teóricas e investigaciones recientes se enfatiza la importancia de atender a los componentes motivacionales implicados en el aprendizaje. El objetivo del presente estudio es averiguar qué orientación a metas es más característica de los estudiantes que utilizan estrategias volitivas como la demora de la gratificación o la activación de creencias de autoeficacia para el sostenimiento del compromiso con el estudio. Con una muestra de 152 estudiantes de 2.° curso de educación secundaria obligatoria con edades comprendidas entre los 13 y los 16 años (M = 13,82) se empleó el análisis de regresión a fin de determinar el grado en que la estructura de metas predice el uso de estas estrategias volitivas. Los resultados muestran que trabajar por interés en la materia, para la adquisición de un trabajo futuro digno o para ser más competente podrían predecir positivamente la activación de creencias de autoeficacia. Por otro lado, y a diferencia de lo que se había hipotetizado, la demora de la gratificación se ha asociado en mayor medida a las metas de logro o recompensa. En la explicación de esta diferencial vinculación se alude al carácter más o menos autotélico que caracteriza las metas académicas. From diverse theoretical positions and recent researches, the importance of taking care of the motivation components involved in the learning process is emphasizing. The aim of this review is to find the most characteristic goal orientation of the individuals who use the volitive strategies like the delay of gratification or the activation of the self-efficacy beliefs for the maintenance of the commitment to the study. Based on a sampling of 152 students of 2nd year of mandatory secondary education ranged from 13 to 16 with a mean age of 13.82, and starting with a correlation analysis, we have employed a regression analysis in order to decide the degree to which the goal structure predicts the use of these volitive strategies. The results show us that working interested in the subject, for the acquisition of a decent future job or to be more competent, could influence positively in the activation of self-efficacy beliefs. On the other hand, unlike what we had initially hypothesized, the strategy delay of gratification is more associated with goals based on achievements or rewards. Finally, we have indicated the external and internal nature of the academic goals to explain these different links.

      PubDate: 2016-05-03T08:02:20Z
      DOI: 10.1016/j.aula.2016.03.001
      Issue No: Vol. 44, No. 2 (2016)
       
  • ¿Enseño como aprendí?: el rol del estilo de aprendizaje en la
           enseñanza del profesorado universitario

    • Authors: Ana Clara Ventura
      Pages: 91 - 98
      Abstract: Publication date: Available online 7 June 2016
      Source:Aula Abierta
      Author(s): Ana Clara Ventura
      El objetivo es analizar los estilos de aprendizaje y los estilos de enseñanza de profesores universitarios así como establecer relaciones entre ambos. Para ello se diseñó una investigación multimétodo que integraba los resultados de 2 técnicas (observaciones y entrevistas) y de 2 tipos de análisis (cuantitativo y cualitativo). Participaron 6 profesores universitarios con 25 años o más de antigüedad docente. Los resultados indicaron relaciones tanto de continuidad como de lo contrario entre los estilos de enseñanza observados y los estilos de aprendizaje verbalizados. Esto quiere decir que el estilo de aprendizaje no actúa como mediador determinista-directo de un estilo de enseñanza concreto. Se discute que el rol se trata más de una mediación regulativa que de una relación determinista. Se concluye que el estilo de aprendizaje tiene un rol de supervisión de los estilos de enseñanza y, al mismo tiempo, puede recursivamente ser planificado, conducido y revisado por el estilo de enseñanza actual. Por ello, las implicancias educativas están vinculadas desde distintas aristas a la posibilidad de que los docentes reconozcan y puedan reflexionar acerca de sus propias formas de aprender y de enseñar, lo que conlleva oportunidades para mejorar las prácticas educativas en la universidad. The aim of this study is to analyse the learning and teaching styles of university teachers and establish relationships between them. A multi-method study was designed to integrate the results of 2 techniques (observations and interviews) and 2 types of analysis (quantitative and qualitative). A total of 6 university teachers with at least 25 years of experience, took part. The results indicated relationships of continuity and discontinuity between the observed teaching styles and verbalised learning styles. This means that learning style does not act as deterministic-direct mediator of a particular teaching style. It is argued that the role is more about regulatory mediation than a deterministic relationship. It is concluded that learning style has a supervisory role of teaching styles. Therefore, the educational implications are linked from different angles to the possibility that teachers can recognise and reflect on their own ways of learning and teaching, leading to opportunities to improve educational practices in the university.

      PubDate: 2016-06-14T16:03:42Z
      DOI: 10.1016/j.aula.2016.05.001
      Issue No: Vol. 44, No. 2 (2016)
       
 
 
JournalTOCs
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Email: journaltocs@hw.ac.uk
Tel: +00 44 (0)131 4513762
Fax: +00 44 (0)131 4513327
 
About JournalTOCs
API
Help
News (blog, publications)
JournalTOCs on Twitter   JournalTOCs on Facebook

JournalTOCs © 2009-