2,656
Views
5
CrossRef citations to date
0
Altmetric
Article

Learning styles and supervision: A critical review

References

  • Abbey, D. S., Hunt, D. E., & Weiser, J. C. (1985). Variations on a theme by Kolb: A new perspective for understanding counseling and supervision. The Counseling Psychologist, 13, 477–501. doi:10.1177/0011000085133016
  • Abu-Ameerh, O. A. (2014). Learning styles as a predictor of meta-cognition among undergraduate students at Albalaq’a Applied University. Canadian Social Science, 10, 62–66.
  • Allinson, C. W., & Hayes, J. (1996). The cognitive style index: A measure of intuition-analysis for organizational research. Journal of Management Studies, 33, 119–135. doi:10.1111/joms.1996.33.issue-1
  • Andrews, P., & Harris, S. (2017). Using live supervision to teach counselling skills to social work students. Social Work Education, 36, 299–311. doi:10.1080/02615479.2016.1270929
  • Armstrong, S. J., Peterson, E. R., & Rayner, S. G. (2012). Understanding and defining cognitive style and learning style: A Delphi study in the context of educational psychology. Educational Studies, 38, 449–455. doi:10.1080/03055698.2011.643110
  • Borders, L. D. (2001). Counselor supervision: A deliberate educational process. In D. C. Locke, J. E. Myers, & E. L. Herr (Eds.), The handbook of counseling (pp. 417–432). Thousand Oaks, CA: Sage.
  • Borders, L. D. (2010). Principles of best practices for clinical supervisor training programs. In J. R. Culbreth & L. L. Brown (Eds.), State of the art in clinical supervision (pp. 127–150). New York, NY: Routledge.
  • Borders, L. D. (2014). Best practices in clinical supervision: Another step in delineating effective supervision practice. American Journal of Psychotherapy, 68, 151–162.
  • Borders, L. D., & Brown, L. L. (2005). The new handbook of counseling supervision. Mahwah, NJ: Lahaska/Lawrence Erlbaum.
  • Borders, L. D., Glosoff, H. L., Welfare, L. E., Hays, D. G., DeKruyf, L., Fernando, D. M., & Page, B. (2014). Best practices in clinical supervision: Evolution of a counseling specialty. The Clinical Supervisor, 33, 26–44. doi:10.1080/07325223.2014.905225
  • Briggs, K. C., Myers, I. B., McCaulley, M. H., Quenk, N. L., & Hammer, A. L. (1943). Myers-Briggs Type Indicator®, form M.
  • Carey, J. C., & Williams, K. S. (1986). Cognitive style in counselor education: A comparison of practicum supervisors and counselors in training. Counselor Education and Supervision, 26, 128–136. doi:10.1002/j.1556-6978.1986.tb00707.x
  • Carroll, M. (2010). Supervision: Critical reflection for transformational learning (Part 2). The Clinical Supervisor, 29(1), 1–19. doi:10.1080/07325221003730301
  • Cassidy, S. (2004). Learning styles: An overview of theories, models, and measures. Educational Psychology, 24, 419–444. doi:10.1080/0144341042000228834
  • Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004a). Learning styles and pedagogy in post-16 learning: A systematic and critical review. London, UK: Learning and Skills Research Centre.
  • Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004b). Should we be using learning styles? What research has to say to practice. London, UK: Learning and Skills Research Centre.
  • Cook, D. A., Thompson, W. G., Thomas, K. G., & Thomas, M. R. (2009). Lack of interaction between sensing–intuitive learning styles and problem-first versus information-first instruction: A randomized crossover trial. Advances in Health Sciences Education, 14, 79–90. doi:10.1007/s10459-007-9089-8
  • Council for Accreditation of Counseling and Related Educational Programs [CACREP]. (2016). 2016 CACREP standards. Retrieved from http://www.cacrep.org/for-programs/2016-cacrep-standards/
  • Curry, L. (1983). An organization of learning styles theory and constructs. Retrieved from http://files.eric.ed.gov/fulltext/ED235185.pdf
  • Curry, L. (1990). A critique of the research on learning styles. Educational Leadership, 48(2), 50–56.
  • De Vita, G. (2001). Learning styles, culture and inclusive instruction in the multicultural classroom: A business and management perspective. Innovations in Education & Teaching International, 38, 165–174. doi:10.1080/14703290110035437
  • Eagleton, S., & Muller, A. (2011). Development of a model for whole brain learning of physiology. Advances in Physiology Education, 35, 421–426. doi:10.1152/advan.00007.2011
  • Eaves, M. (2011). The relevance of learning styles for international pedagogy in higher education. Teachers & Teaching, 17, 677–691. doi:10.1080/13540602.2011.625143
  • Entwistle, N. J., & Tait, H. (1994). The revised approaches to studying inventory. University of Edinburgh, Centre for Research into Learning and Instruction.
  • Fox, R., & Guild, P. (1987). Learning styles: Their relevance to clinical supervision. The Clinical Supervisor, 5(3), 65–77. doi:10.1300/J001v05n03_06
  • Gitterman, A. (2000). The social work supervisor as teacher of educational methods and skills. The Clinical Supervisor, 19(1), 167–176. doi:10.1300/J001v19n01_10
  • Goodyear, R. K. (2014). Supervision as pedagogy: Attending to its essential instructional and learning processes. The Clinical Supervisor, 33, 82–99. doi:10.1080/07325223.2014.918914
  • Gorham, J. (1986). Assessment, classification and implications of learning styles in instructional interactions. Communication Education, 35, 411–417. doi:10.1080/03634528609388368
  • Gregorc, A. F. (1982). Gregorc style delineator. Mental Measurements Yearbook with Tests in Print database.
  • Guiffrida, D. (2015). A constructive approach to counseling and psychotherapy supervision. Journal of Constructivist Psychology, 28, 40–52. doi:10.1080/10720537.2014.922911
  • Hall, E., & Moseley, D. (2005). Is there a role for learning styles in personalised education and training? International Journal of Lifelong Education, 24, 243–255. doi:10.1080/02601370500134933
  • Handley, P. (1982). Relationship between supervisors’ and trainees’ cognitive styles and the supervision process. Journal of Counseling Psychology, 29, 508–515. doi:10.1037/0022-0167.29.5.508
  • Hawk, T. F., & Shah, A. J. (2007). Using learning style instruments to enhance student learning. Decision Sciences Journal of Innovative Education, 5, 1–19. doi:10.1111/j.1540-4609.2007.00125.x
  • Holloway, E. L. (1987). Developmental models of supervision: Is it development? Professional Psychology: Research and Practice, 18, 209–216. doi:10.1037/0735-7028.18.3.209
  • Itzhaky, H., & Eliahou, A. (2002). The effect of learning styles and empathy on perceived effectiveness of social work student supervision. The Clinical Supervisor, 20(2), 19–29. doi:10.1300/J001v20n02_02
  • Johnston, L. H., & Milne, D. L. (2012). How do supervisees learn during supervision? A grounded theory study of the perceived developmental process. The Cognitive Behaviour Therapist, 5, 1–23. doi:10.1017/S1754470X12000013
  • Kitzrow, M. A. (2002). Applications of psychological type in clinical supervision. The Clinical Supervisor, 20(2), 133. doi:10.1300/J001v20n02_11
  • Kolb, A. Y., & Kolb, D. A. (2009). The learning way: Meta-cognitive aspects of experiential learning. Simulation & Gaming, 40, 297–327. doi:10.1177/1046878108325713
  • Kolb, D. A. (1985). Learning style inventory (revised, 1981, 1985). Boston, MA: McBer.
  • Kozhevnikov, M., Evans, C., & Kosslyn, S. M. (2014). Cognitive style as environmentally sensitive individual differences in cognition: A modern synthesis and applications in education, business, and management. Psychological Science in the Public Interest, 15, 3–33. doi:10.1177/1529100614525555
  • Litzinger, T. A., Lee, S. H., Wise, J. C., & Felder, R. M. (2007). A psychometric study of the Index of Learning Styles. Journal of Engineering Education, 96, 309–319. doi:10.1002/j.2168-9830.2007.tb00941.x
  • Lochner, B. T., & Melchert, T. P. (1997). Relationship of cognitive style and theoretical orientation to psychology interns’ preferences for supervision. Journal of Counseling Psychology, 44, 256–260. doi:10.1037/0022-0167.44.2.256
  • Loganbill, C., Hardy, E., & Delworth, U. (1982). Supervision: A conceptual model. The Counseling Psychologist, 10(1), 3–42. doi:10.1177/0011000082101002
  • Massa, L. J., & Mayer, R. E. (2006). Testing the ATI hypothesis: Should multimedia instruction accommodate verbalizer-visualizer cognitive style?Learning & Individual Differences, 16, 321–335. doi:10.1016/j.lindif.2006.10.001
  • Mayer, R. E. (2011). Does styles research have useful implications for educational practice?Learning and Individual Differences, 21, 319–320. doi:10.1016/j.lindif.2010.11.016
  • Nielsen, T. (2012). A historical review of the styles literature. In L. Zhang, R. J. Sternberg, S. Rayner, L. (Eds.), Handbook of intellectual styles: Preferences in cognition, learning, and thinking (pp. 21–46). New York, NY: Springer.
  • Nielsen, T. (2014). Intellectual style theories: different types of categorizations and their relevance for practitioners. Springerplus, 3:737. doi:10.1186/2193-1801-3-737
  • Orr, S. M. (1991, September). The relationship between supervisors’ and trainees’ learning styles and supervision outcome: An adaptation of Kolb’s experiential learning model. Dissertation Abstracts International, 53, 760.
  • Otto, C. J. (2001, August). Exploring therapists’ learning preferences and perceptions of clinical supervision: A phenomenological case study. Dissertation Abstracts International Section A, 62, 792.
  • Paez, S. B., & Britton, P. J. (2004). Encouraging a student’s voice in the informed consent process: A training model. Journal of Systemic Therapies, 23(3), 4–18. doi:10.1521/jsyt.23.3.4.50759
  • Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9, 105–119. doi:10.1111/j.1539-6053.2009.01038.x
  • Peterson, E. R., Rayner, S. G., & Armstrong, S. J. (2009). Researching the psychology of cognitive style and learning style: Is there really a future?Learning & Individual Differences, 19, 518–523. doi:10.1016/j.lindif.2009.06.003
  • Pham, H. L. (2012). Differentiated instruction and the need to integrate teaching and practice. Journal of College Teaching & Learning, 9, 13–20. doi:10.19030/tlc.v9i1.6710
  • Prouty, A. M. (2014). Using experiential learning in supervision and training systemic supervisors. In T. C. Todd & C. L. Storm (Eds.), The complete systemic supervisor: Context, philosophy, and pragmatics (2nd ed., pp. 1–8). Malden, MA: Wiley & Sons. Retrieved from http://www.wiley.com/legacy/wileychi/todd/supp/Supervisory/Addressing/sec02a.pdf
  • Rayner, S. (2007). A teaching elixir, learning chimera or just fool’s gold? Do learning styles matter? Support for Learning, 22, 24–30. doi:10.1111/j.1467-9604.2007.00441.x
  • Rayner, S. (2011). Researching style: Epistemology, paradigm shifts and research interest groups. Learning and Individual Differences, 21, 255–262. doi:10.1016/j.lindif.2010.11.020
  • Riding, R., & Cheema, I. (1991). Cognitive styles: An overview and integration. Educational Psychology, 11, 193–215. doi:10.1080/0144341910110301
  • Rogowsky, B. A., Calhoun, B. M., & Tallal, P. (2015). Matching learning style to instructional method: Effects on comprehension. Journal of Educational Psychology, 107, 64–78. doi:10.1037/a0037478
  • Rohrer, D., & Pashler, H. (2012). Learning styles: Where’s the evidence? Medical Education, 46, 634–635. doi:10.1111/j.1365-2923.2012.04273.x
  • Romanelli, F., Bird, E., & Ryan, M. (2009). Learning styles: A review of theory, application, and best practices. American Journal of Pharmaceutical Education, 73, 1–5. doi:10.5688/aj730109
  • Ronnestad, H. (1976). Counselor personality and supervisory styles. Scandinavian Journal of Psychology, 17, 56–60. doi:10.1111/j.1467-9450.1976.tb00211.x
  • Rosenfeld, M., & Rosenfeld, S. (2004). Developing teacher sensitivity to individual learning differences. Educational Psychology, 24, 465–486. doi:10.1080/0144341042000228852
  • Sadler‐Smith, E. (1997). “Learning style”: Frameworks and instruments. Educational Psychology, 17, 51–63. doi:10.1080/0144341970170103
  • Schacht, A. J., Howe, H. E., & Berman, J. J. (1989). Supervisor facilitative conditions and effectiveness as perceived by thinking- and feeling-type supervisees. Psychotherapy: Theory, Research, Practice, Training, 26, 475–483. doi:10.1037/h0085466
  • Scott, C. (2010). The enduring appeal of “learning styles.” Australian Journal of Education, 54, 5–17. doi:10.1177/000494411005400102
  • Searson, R., & Dunn, R. S. (2001). The learning-style teaching model. Science & Children, 38(5), 22–26.
  • Sharp, J. G., Bowker, R., & Byrne, J. (2008). VAK or VAK-uous? Towards the trivialisation of learning and the death of scholarship. Research Papers in Education, 23, 293–314. doi:10.1080/02671520701755416
  • Silver, H. F., Strong, R. W., & Perini, M. (1997). Integrating learning styles and multiple intelligences. Educational Leadership, 55, 22–27.
  • Sugarman, L. (1985). Kolb’s model of experiential learning: Touchstone for trainers, students, counselors, and clients. Journal of Counseling & Development, 64, 264–268. doi:10.1002/j.1556-6676.1985.tb01097.x
  • Swanson, J. L., & O’Saben, C. L. (1993). Differences in supervisory needs and expectations by trainee experience, cognitive style, and program membership. Journal of Counseling & Development, 71, 457–464. doi:10.1002/j.1556-6676.1993.tb02665.x
  • Vermunt, J. D. (1998). The regulation of constructive learning processes. British Journal of Educational Psychology, 68, 149–171. doi:10.1111/j.2044-8279.1998.tb01281.x
  • Watkins, C. E., & Scaturo, D. J. (2013). Toward an integrative, learning-based model of psychotherapy supervision: Supervisory alliance, educational interventions, and supervisee learning/relearning. Journal of Psychotherapy Integration, 23, 75–95. doi:10.1037/a0031330
  • Watkins, C. E., & Scaturo, D. J. (2014). Proposal for a common language, educationally-informed model of psychoanalytic supervision. Psychoanalytic Inquiry, 34, 619–633. doi:10.1080/07351690.2014.924374
  • Wilkinson, T., Boohan, M., & Stevenson, M. (2014). Does learning style influence academic performance in different forms of assessment? Journal of Anatomy, 224, 304–308. doi:10.1111/joa.12126
  • Wolfsfeld, L., & Haj-Yahia, M. M. (2010). Learning and supervisory styles in the training of social workers. The Clinical Supervisor, 29(1), 68–94. doi:10.1080/07325221003742066
  • Wood, S. M., Baltrinic, E. R., Barrio Minton, C. A., Cox, J., Kleist, D., Lingertat-Putnam, C.,… Sheely-Moore, A. (2016). ACES teaching initiative taskforce best practices in teaching in counselor education. Retrieved from www.acesonline.net
  • Zhang, L., & Sternberg, R. J. (2005). A threefold model of intellectual styles. Educational Psychology Review, 17, 1–53. doi:10.1007/s10648-005-1635-4
  • Zhang, L., Sternberg, R. J., & Rayner, S. (2012). Intellectual styles: Challenges, milestones, and agenda. In L. Zhang, R. J. Sternberg, & S. Rayner (Eds.), Handbook of intellectual styles: Preferences in cognition, learning, and thinking (pp. 1–20). New York, NY: Springer.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.