Individuality in learning styles: repercussions for teaching public administration
| Date | 01 September 1983 |
| Published date | 01 September 1983 |
| Author | Karen E Murphy |
| DOI | 10.1177/014473948300300204 |
INDIVIDUALITY
IN
LEARNING
STYLES:
REPERCUSSIONS
FOR
TEACHING
PUBLIC
ADMINISTRATION
KAREN
E
MURPHY
'While
relatively
little
research
has
been
done.
compared
to
what
is
possible
and
needed.
it
is
already
clear
that
cognitive
style
is
a
potent
variable
in
students'
academic
choices
and
vocational
preferences;
in
students'
academic
development
through
their
school
careerSf
in
how
students
learn
and
teachers
interact
in
the
classroom.'
Witkin,
1973
Public
administration
is
a
broad-gauged
discipline
in
which
interpersonal
competence
and
analytical
abilities
are
important
attributes
for
success.
Each
individual
has
varying
proportions
of
these
attributes
which
affect
perceptions
of
the
world.
Although
there
has
been
considerable
emphasis
upon
the
measurement
of
ability
by
educators,
little
attention
has
been
devoted
to
the
twenty-five
years
of
psychological
investigation
on
cognitive
style.
The
research
on
cog-
nitive
style
addresses
the
cognitive
and
personality
domains,
particularly
the
interpersonal
and
analytical
attributes
on
an
individual.
Further
investigation
of
the
relationship
between
cognitive
styles
and
methods
of
teaching
public
administration
was
warranted.
The
purpose
of
this
paper
is
to
explore
individuality
in
learning
styles
and
address
the
impact
of
learning
style
upon
the
student,
instructor,
and
student-instructor
interaction.
Through
gaining
increased
knowledge
in
this
area,
public
administration
educators
can
increase
their
awareness
of
the
importance
of
learning
style
and
formulate
teaching
strategies
which
respond
to
students
I
40
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