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dc.contributor.authorHulme, Moira*
dc.contributor.authorHulme, Robert I.*
dc.date.accessioned2013-06-03T15:00:57Z
dc.date.available2013-06-03T15:00:57Z
dc.date.issued2010-10-15
dc.identifier.citationIn A. McIntosh, J. Gidman, & E. Mason-Whitehead (Eds), Key concepts in healthcare education (pp. 100-105). London: SAGE, 2011
dc.identifier.isbn9781849200103en
dc.identifier.urihttp://hdl.handle.net/10034/293305
dc.descriptionThis book chapter is not available through ChesterRep.
dc.description.abstractThis book chapter discusses learning styles inventories and how critical engagements by practitioners with the evidential base of learning styles is necessary to prevent application of labels that might restrict the potential of each learner.
dc.language.isoenen
dc.publisherSAGEen_GB
dc.relation.ispartofseriesSAGE key conceptsen_GB
dc.relation.urlhttp://www.sagepub.comen_GB
dc.subjectlearning stylesen_GB
dc.titleLearning stylesen
dc.typeBook chapteren
dc.contributor.departmentUniversity of Glasgow; University of Chester
html.description.abstractThis book chapter discusses learning styles inventories and how critical engagements by practitioners with the evidential base of learning styles is necessary to prevent application of labels that might restrict the potential of each learner.


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