This article was published in Teaching and Teacher Education, Volume 26, Issue 8,
Author(s): Stewart Martin, ' Teachers Using Learning Styles: Torn between Research and Accountability?', Pages 1583-1591, Copyright Elsevier (November 2010). The present study examines two of instruments reporting learning/cognitive style with school pupils in highly effective schools in England, UK.
Neither instrument demonstrated reasonable internal consistency or results according with theoretical constructs.
Concerns about the usefulness of these instruments in these contexts are explored.
Reasons provided by faculty for their use were: face validity; external inspection; professional accountability; institutional policy; the legacy from initial training; established classroom practice.