Discusses the branching structure of hypermedia that can accommodate individual learning differences. Highlights include interactivity; self-learning skills; a conceptual framework; a model of self-regulated learning; prior knowledge; and future research directions. (Author/LRW)

Describes how one preschool program's curriculum evolved to consider children's individual differences in learning through an individualistic approach with hands-on active learning and exploration experiences to serve the whole child. Shows how multiple intelligences theory was used to assess the curricular balance. Delineates activities to…

Introduces the National Consortium for Specialized Secondary Schools of Mathematics, Science, and Technology's (NCSSSMST) efforts to transform science, mathematics, and technology education. Describes a study led by the NCSSSMST Board of Directors that investigated whether Consortium schools meet the needs of their students and whether there were…

Investigated how Indigenous Australian university students' went about learning and the relationship between individual students'"core" conceptions of learning and the ways in which they learned. Results indicated that their conceptions and ways of learning were similar in some respects to those found for other university students.…

Proposes that students with Attention Deficit Hyperactivity Disorder (ADHD) learn differently than other students. Discusses two studies of ADHD students. Concludes such students may learn better in the afternoon instead of the morning; with tactile and kinesthetic instructional resources; in soft illumination; with Multisensory Instructional…

Explains that the concern of learning style research is to identify student characteristics, which are related to instructional methods and learning outcomes in educationally significant ways. Demonstrates that styles as measured by the Ego Inventory Instrument have some desirable reliability and validity qualities. Proposes that in addition to…

Explains how teachers in the Freeport, Illinois School District began teaching to individual learning styles to ensure that all of their students performed well in school. Notes that the teachers insisted that students learn differently from one another. Concludes that once students understood what they were required to learn and could work…

Describes a study that evaluated computer games, or components of the games, that would lend themselves for use in an educational setting, particularly with adults. Highlights include game selection criteria; gender differences; motivation; learning styles; game features that were essential and those that were distracting; playing strategies; and…

Discusses the effects of individual differences and cognitive styles on student learning in hypermedia programs and presents a cognitive model to illustrate how students with different cognitive styles react to non-linear learning in hypermedia by analyzing the findings of previous studies. Suggests implications for the design of hypermedia…

Among 48 fourth graders, average readers were superior to poor readers in recall performance, use of memory strategies, and awareness of own memory processes (metamemory). However, both groups demonstrated little strategic sophistication. Across groups, significant correlations were found among strategy use, metacognitive knowledge, and recall…

Identifies a particular class of explanatory discourse, and proposes hypotheses about the types of knowledge likely to be associated with skill in this genre. Finds that variations in accuracy and adaptiveness of students' explanations were partially accounted for by measures of topic knowledge, social cognition, and discourse knowledge. (MG)

This article outlines basic concepts of three prominent instructional approaches: cooperative learning, direct instruction, and learning styles. The relationship between each model and developing student thinking skills is explored; an organizing framework for assessing and synthesizing instructional models is examined; and implications for…

Seven forms of intellectual accomplishment are identified; each type forms the basis of a certain learning style. This article outlines how to recognize the characteristics of each form of intelligence and how to supply the materials, activities, and experiences that will reinforce these strengths in students. (IAH)

The article describes the dramatic improvement in reading achievement, decrease in discipline problems, and improvement in student attitudes in a North Carolina elementary school over a two-year period when students were taught through their preferred learning styles. (DB)

The article describes the steps taken to develop and implement a learning-styles-based instructional approach in a 1300-student high school in Corsicana, Texas. Noted are positive effects on students, teachers, achievement, attitudes, and behavior. (DB)