The relations between more surface- or deep-level learning approaches and academic achievement were investigated. Gender, level of study, and type of schools were moderating variables. 170 upper-secondary school students' conceptions of learning and their chosen learning strategies were explored via two self-report questionnaires. Furthermore,…

Learning theories are rarely considered in the design of conservation education programs in Mexico. However, if students are taught in a way in which they can easily relate, this could improve the educational experience through better attitudes toward the natural environment. The learning preferences of 354 Mexican children at the primary level…

The authors in a convergent parallel mixed method design aimed to investigate whether and how the geometry knowledge and attitude toward geometry of students with field-dependent/independent cognitive style improve differentially within a project-based learning environment. Quantitative data were collected from 97 seventh-grade students before and…

The author explored the developmental courses of deep learning approach and critical thinking over a 2-year period. Latent growth curve modeling (LGM) procedures were used to test and trace the trajectories of both theoretical frameworks over time. Participants were 264 (119 women, 145 men) university undergraduates. The Deep Learning subscale of…

The authors analyzed the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K) national data set to investigate gender differences in ability group placement in American kindergartens. They found that in kindergarten, within-class ability grouping was widely used for reading instruction, with boys being underrepresented in high-achieving…

The author examined how characteristics related to individual, family, and school environments contribute to immigrant students' homework completion. Participants were 192 newcomers in an urban high school designed to serve English language learners. Hierarchical multiple regression analyses were conducted with data compiled from a larger project…

The authors critiqued the M. K. Lovelace (2005) meta-analysis of the Dunn and Dunn Model of Learning-Style Preferences (DDMLSP). The conclusion that Lovelace reported in her meta-analysis that learning-style instruction is a beneficial form of instructional delivery is unjustified because of critical conceptual and practical problems. Those…

The author performed a quantitative synthesis of experimental research conducted between 1980 and 2000, in which the Dunn and Dunn Learning-Style Model (R. Dunn & K. Dunn, 1993, 1999) was used. Of the 695 citations elicited by the database and reference section searches, 76 original research investigations met the established inclusion criteria.…

This study examined the effects of activity or passivity on children's ability to remember and identify word pairs. Results are discussed, and implications are developed. (Author/MT)

Investigated gender differences in the learning styles of high school boys and girls from Bermuda, Brunei, Hungary, Sweden, and New Zealand. Data from student surveys indicated that although boys' and girls' learning styles differed in numerous ways, individuals within each group were more unique then either group as a whole. Country-specific…

A multivariate investigation of the dynamics of cumulative achievement studied the influence of course grades, personality traits, environmental variables, and previous performance. The latter was the best single predictor of performance. (CJ)

No significant interaction was found between the field independent cognitive style and the level of guidance in mathematics instruction in a study involving prospective elementary school teachers. (Editor)

A study of Australian students from six ethnic groups supports the idea that if children from different cultural groups have distinct patterns of cognitive scores, they also have distinct patterns of family learning environments. (Editor)

Tests indicated that kindergarten children with impulsive conceptual tempos performed significantly lower on several measures of achievement and reasoning ability than did children with reflective tempos. (Editor)

The role of cognitive style in academic counseling was examined in 427 female teacher education majors by investigation of field dependence among the students in different areas of specialization. Results supported the contention that field dependence is related to choice of area of specialization in a manner consistent with field dependence…