Josh Cuevas's guest appearances

Josh Cuevas

Education Research Reading Room

Andrew Martin

Linda Graham

Andy Matuschak

Peter Gray

Tom Bennett

Doug Lemov

Bill Rogers

Yong Zhao

Laurel Downey

Dylan Wiliam

Janet Kolodner

John Larmer

Judith Hochman

Janet Carlson

Jay McTighe

OwlTail

This ERRR first sets out to tackle the contentious issue of Learning Styles. Do they exist? Can we test for them? Does it matter if teachers use them? From there we delve into the instructional technique of ‘Dual Coding', as well as exploring the efficacy of independent silent reading as a help or hindrance to student literacy gains. If you're interested in cognitive science, efficient instruction, and supporting student's reading and learning, this ERRR is for you! Note: If you'd like to listen to this podcast on your iPhone you can access it via the ‘Podcasts' app or check out the iTunes direct link here. For Android, the ‘Stitcher' app is free and easy to use, direct link to ERRR on stitcher here.  Our first article, entitled A test of two alternative cognitive processing models: Learning styles and dual coding (download here) examines the widely held view that different students have different learning styles and that teaches should present information to students in a way that is consistent with their individual learning styles. The learning styles approach is compared to ‘Dual coding', an approach which suggests that visual information should be presented simultaneously with linguistic information in order to promote learning. These two theories are compared and contrasted, with fascinating results and very specific implications for teachers' classroom instruction.   Our second article is Applied cognition: Testing the effects of independent silent reading on secondary students’ achievement and attribution (download here). This paper explores silent reading as a method of supporting student learning. Given the advocacy for the silent reading approach expressed on the recent ‘Revolution School‘ television program, it's wonderful to have an opportunity to explore whether the research really does support this approach to literacy. Our guest this episode Joshua Cuevas is an associate professor, researcher, and cognitive psychologist in the College of Education at the University of North Georgia where he teaches courses in assessment, research methodology, educational psychology, and literacy. Prior to earning a Ph.D. in Educational Psychology at Georgia State University, he taught literature and journalism at the secondary level at a diverse high school near Atlanta. He has worked in state assessment through the University of Georgia Educational Research Laboratory and at the national level through the American Council on Education. He is currently a member of the American Psychological Association. Dr. Cuevas’ research interests include applied cognition, assessment, educational measurement, evidence-based reasoning, language and literacy, and quantitative methodology. He has published peer-reviewed research and popular articles for practitioners on the subjects of applied cognition, higher order thinking, memory, educational technology, learning styles, and dual coding. Central to Dr. Cuevas’ work is the question of how empirical research can be used to inform teacher education in order to improve student learning outcomes in k-12 schools. Links mentioned during the interview  Catherine Scott's (Previous ERRR guest) paper on The Enduring Appeal of Learning Styles  Please consider supporting the Education Research Reading Room Podcast If you're keen to help the ERRR podcast to stay independent and sustainable, please consider making a one-off or monthly donation through https://www.patreon.com/errr. Audio engineering, room hire, and audio-file web hosting cost Ollie upward of $70 per episode, and any donation (even as much as a cup of coffee), to help cover these costs is greatly appreciated : ) The post ERRR #016. Josh Cuevas on learning styles, dual coding, and independent silent reading appeared first on Ollie Lovell.

This ERRR first sets out to tackle the contentious issue of Learning Styles. Do they exist? Can we test for them? Does it matter if teachers use them? From there we delve into the instructional technique of ‘Dual Coding', as well as exploring the efficacy of independent silent reading as a help or hindrance to student literacy gains. If you're interested in cognitive science, efficient instruction, and supporting student's reading and learning, this ERRR is for you! Note: If you'd like to listen to this podcast on your iPhone you can access it via the ‘Podcasts' app or check out the iTunes direct link <a href="http://itunes.apple.com/au/podcast/education-research-reading/id1200068608" rel="nofollow" target="_blank">here</a>. For Android, the ‘Stitcher' app is free and easy to use, direct link to ERRR on stitcher <a href="https://www.stitcher.com/podcast/ollie-lovell/education-research-reading-room" rel="nofollow" target="_blank">here</a>. Our first article, entitled A test of two alternative cognitive processing models: Learning styles and dual coding (download <a href="https://drive.google.com/open?id=18rXG1A2iSAqU53EWDCU6wcp5v_bTckOb" rel="noopener noreferrer nofollow" target="_blank">here</a>) examines the widely held view that different students have different learning styles and that teaches should present information to students in a way that is consistent with their individual learning styles. The learning styles approach is compared to ‘Dual coding', an approach which suggests that visual information should be presented simultaneously with linguistic information in order to promote learning. These two theories are compared and contrasted, with fascinating results and very specific implications for teachers' classroom instruction.  Our second article is Applied cognition: Testing the effects of independent silent reading on secondary students’ achievement and attribution (download <a href="https://drive.google.com/open?id=1RnP4iMiF6f2bSjHPOIvyTo6-bObuiNCH" rel="noopener noreferrer nofollow" target="_blank">here</a>). This paper explores silent reading as a method of supporting student learning. Given the <a href="http://www.theage.com.au/victoria/schools-ditching-books-in-class-you-cant-be-serious-20160608-gpe38x.html" rel="noopener noreferrer nofollow" target="_blank">advocacy for the silent reading approach expressed</a> on the recent ‘<a href="http://www.abc.net.au/tv/programs/revolution-school/" rel="noopener noreferrer nofollow" target="_blank">Revolution School</a>‘ television program, it's wonderful to have an opportunity to explore whether the research really does support this approach to literacy. <h2>Our guest this episode</h2> Joshua Cuevas is an associate professor, researcher, and cognitive psychologist in the College of Education at the University of North Georgia where he teaches courses in assessment, research methodology, educational psychology, and literacy. Prior to earning a Ph.D. in Educational Psychology at Georgia State University, he taught literature and journalism at the secondary level at a diverse high school near Atlanta. He has worked in state assessment through the University of Georgia Educational Research Laboratory and at the national level through the American Council on Education. He is currently a member of the American Psychological Association. Dr. Cuevas’ research interests include applied cognition, assessment, educational measurement, evidence-based reasoning, language and literacy, and quantitative methodology. He has published peer-reviewed research and popular articles for practitioners on the subjects of applied cognition, higher order thinking, memory, educational technology, learning styles, and dual coding. Central to Dr. Cuevas’ work is the question of how empirical research can be used to inform teacher education in order to improve student learning outcomes in k-12 schools. <h2>Links mentioned during the interview</h2> <ul> <li><a href="http://www.ollielovell.com/errr/catherinescott/" rel="nofollow" target="_blank">Catherine Scott's (Previous ERRR guest)</a> paper on <a href="https://www.researchgate.net/profile/Catherine_Scott7/publication/254581012_The_Status_of_Education_and_its_Consequences_for_Educational_Research_An_Anthropological_Exploration/links/5668a0d708ae9da364b9f68d/The-Status-of-Education-and-its-Consequences-for-Educational-Research-An-Anthropological-Exploration.pdf" rel="nofollow" target="_blank">The Enduring Appeal of Learning Styles</a></li> </ul> Please consider supporting the Education Research Reading Room Podcast If you're keen to help the ERRR podcast to stay independent and sustainable, please consider making a one-off or monthly donation through <a href="https://www.patreon.com/errr" rel="nofollow" target="_blank">https://www.patreon.com/errr</a>. Audio engineering, room hire, and audio-file web hosting cost Ollie upward of $70 per episode, and any donation (even as much as a cup of coffee), to help cover these costs is greatly appreciated : ) The post <a href="https://www.ollielovell.com/joshcuevas/" rel="nofollow" target="_blank">ERRR #016. Josh Cuevas on learning styles, dual coding, and independent silent reading</a> appeared first on <a href="https://www.ollielovell.com" rel="nofollow" target="_blank">Ollie Lovell</a>.

ERRR #016. Josh Cuevas on learning styles, dual coding, and independent silent reading