A study of the cognitive styles and learning preferences of Fire Service officers

287 23 18842 4 35027 document 18842 Wilson99PhD.pdf application/pdf 6f0c0321b1884a8ae9267c0cba9d775b MD5 2510541 2012-03-07 15:59:03 http://etheses.bham.ac.uk//id/eprint/287/1/Wilson99PhD.pdf 287 1 1 application/pdf application/pdf en public

Wilson99PhD.pdf

http://eprints.org/relation/hasVolatileVersion http://etheses.bham.ac.uk/id/document/18846 http://eprints.org/relation/hasVersion http://etheses.bham.ac.uk/id/document/18846 http://eprints.org/relation/hassmallThumbnailVersion http://etheses.bham.ac.uk/id/document/18846 http://eprints.org/relation/hasVolatileVersion http://etheses.bham.ac.uk/id/document/18847 http://eprints.org/relation/hasVersion http://etheses.bham.ac.uk/id/document/18847 http://eprints.org/relation/haspreviewThumbnailVersion http://etheses.bham.ac.uk/id/document/18847 http://eprints.org/relation/hasVolatileVersion http://etheses.bham.ac.uk/id/document/18848 http://eprints.org/relation/hasVersion http://etheses.bham.ac.uk/id/document/18848 http://eprints.org/relation/hasIndexCodesVersion http://etheses.bham.ac.uk/id/document/18848 18843 3 35030 document 18843 Wilson99PhD_Data_Appendices.zip application/zip afeadd6c77fe778b2c469831a9c5e042 MD5 446847 2012-03-07 16:00:27 http://etheses.bham.ac.uk//id/eprint/287/2/Wilson99PhD_Data_Appendices.zip 287 2 2 application/zip application/zip en public

Wilson99PhD_Data_Appendices.zip

http://eprints.org/relation/hasVolatileVersion http://etheses.bham.ac.uk/id/document/18844 http://eprints.org/relation/hasVersion http://etheses.bham.ac.uk/id/document/18844 http://eprints.org/relation/hassmallThumbnailVersion http://etheses.bham.ac.uk/id/document/18844 http://eprints.org/relation/hasVolatileVersion http://etheses.bham.ac.uk/id/document/18845 http://eprints.org/relation/hasVersion http://etheses.bham.ac.uk/id/document/18845 http://eprints.org/relation/haspreviewThumbnailVersion http://etheses.bham.ac.uk/id/document/18845 18844 2 35036 document 18844 small.png image/png aeee9a229289403d70ca2187b14e6283 MD5 1439 2012-03-07 16:09:55 http://etheses.bham.ac.uk//id/eprint/287/3/small.png 287 3 3 image/png thumbnail_small Thumbnail ZIP Contents conversion from application/zip to thumbnail_small en public

small.png

http://eprints.org/relation/isVersionOf http://etheses.bham.ac.uk/id/document/18843 http://eprints.org/relation/isVolatileVersionOf http://etheses.bham.ac.uk/id/document/18843 http://eprints.org/relation/issmallThumbnailVersionOf http://etheses.bham.ac.uk/id/document/18843 18845 2 35037 document 18845 preview.png image/png f0f4d8568c20fc42635da24f2dd104f4 MD5 13532 2012-03-07 16:09:55 http://etheses.bham.ac.uk//id/eprint/287/4/preview.png 287 4 4 image/png thumbnail_preview Thumbnail ZIP Contents conversion from application/zip to thumbnail_preview en public

preview.png

http://eprints.org/relation/isVersionOf http://etheses.bham.ac.uk/id/document/18843 http://eprints.org/relation/isVolatileVersionOf http://etheses.bham.ac.uk/id/document/18843 http://eprints.org/relation/ispreviewThumbnailVersionOf http://etheses.bham.ac.uk/id/document/18843 18846 2 35039 document 18846 small.png image/png 0310c38ecad62cf660c5773d37ffc494 MD5 5191 2012-03-07 16:09:55 http://etheses.bham.ac.uk//id/eprint/287/5/small.png 287 5 5 image/png thumbnail_small Thumbnail Documents conversion from application/pdf to thumbnail_small en public

small.png

preview.jpg

indexcodes.txt

http://eprints.org/relation/isVersionOf http://etheses.bham.ac.uk/id/document/18842 http://eprints.org/relation/isVolatileVersionOf http://etheses.bham.ac.uk/id/document/18842 http://eprints.org/relation/isIndexCodesVersionOf http://etheses.bham.ac.uk/id/document/18842 archive 4031 disk0/00/00/02/87 2012-03-07 16:06:06 2019-01-23 09:51:51 2012-03-07 16:06:06 thesis show 0 Wilson Edwin L. Riding Richard ftp://ubira.bham.ac.uk/eTheses/287_Wilson/ University of Birmingham A study of the cognitive styles and learning preferences of Fire Service officers unpub LB LC5201 30sch_educ Models of learning; information processing; cognitive development, cognitive style; learning style The data appendices comprise two Excel workbooks in a zipped folder. Summary views are included in the main thesis file. Use of these appendices is at the discretion and risk of the user. See ftp://ubira.bham.ac.uk/eTheses/287_Wilson/ for note about cross-referencing individuals in the two Excel workbooks. This research examines the relationship between Cognitive Style and Learning Styles of senior officers in the Fire Service and their preferences for different training delivery methods. Data has been gathered from students attending courses at the Fire Service College, in particular those attending the Divisional Command Course (DCC), which is a personal and professional development course for officers aspiring to a senior role in the Fire Service. Three data gathering instruments were used in the research, the Cognitive Styles Analysis (CSA) (Riding, 1991), the Learning Styles Questionnaire (LSQ) (Honey & Mumford, 1982), and a questionnaire specifically designed to gather students’ preference ratings across a range of 14 training delivery methods. The research examines the psychological and educational derivations of models that underpin the CSA and LSQ instruments in order to help clarify the construct systems used to describe both cognitive and learning style; and to examine their relationships with other psychological constructs. Further exploration of the relationships between cognitive and learning styles attempts to answer the question as to whether they have similar attributes and also whether the instruments have any practical predictive utility in predicting suitable delivery methodologies for training. The data findings suggest that the officer students formed a homogeneous group with regard to cognitive style on the ‘wholist–analytic’ dimension, the tendency for bias towards the analytic end of the scale, but were evenly distributed on the ‘verbaliser–imager’ dimension. The sample exhibited a more normal distribution of type with regard to learning style (using the LSQ), although there was a tendency for them to be more ‘reflector’ orientated than a standardized group in the general population. The sample group showed preferences for certain delivery methods that encouraged interactive participation in the learning process but these did not appear to show any significant correlation with either cognitive style or learning style. 1999-12 1999 graduation 1999425 eng author checked This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. public 315 University of Birmingham School of Education d_ph na 1999-12 graduation