Points out the difficulties that English language learners may have and advocates that teachers help students acquire academic scientific language from words that can mean different things in science and be confusing. Recommends using graphic organizers, providing vocabulary support, and pre-writing and reading activities as possible ways to help…

College freshmen (n=326) who preferred field-independent and field-neutral learning styles had higher grade point averages. High school grade point average and ACT scores were the best predictors of freshman academic performance. Learning style and ACT scores best predicted student retention. (SK)

Investigated problem-solving methods used by 3 sixth-graders working on a variety of mathematics problems over the school year. Found that the students used different strategies: one used visual strategies, one a more verbal approach, and the third a combination of the two. Over time, all three moved toward more nonvisual, verbal/analytic forms of…

Explores two main themes in Gerald Fast's paper about living and teaching in Zimbabwe: learning from cultural immersion (e.g., protocols as help and hindrance, supportive cultural structures, and immersion experience as a constructive or constricting teacher) and clarifying one's teaching philosophy and practices. Discusses learning through making…

Examines how four classifications of learning styles--field dependence/independence, holistic/sequential, styles linked to the experiential learning cycle, and "deep" and "surface" learning--relate to curriculum values. Draws on research at Sheffield Hallam University into the learning styles of General National Vocational…

This diary study focuses on the second language learning styles and strategies of the diarist/researcher in a naturalistic setting, utilizing categories from Oxford's (1990) Strategy Inventory for Language Learning and the Style Analysis Survey. Analysis of diary entries indicates that the learners' learning style remained relatively constant…

Discussion of student engagement in Web instruction focuses on which facets of online learning, as measured by the Western Governors University Distance Education Self-Test, predict levels and types of student engagement in Web coursework. Highlights include learning styles; time management skills; and the lack of a need for face-to-face…

Describes ways that emerging technologies foster intersubjectivity within online graduate courses by allowing for multileveled communication attentive to students' diverse needs and styles. Topics include interface design; communicative aspects of asynchronous and synchronous discussion; building online communities; and shared knowledge.…

Investigates the relationship between thinking styles and personality types by having 600 undergraduate students from the University of Hong Kong respond to the Thinking Styles Inventory (TSI) and the Short-version Self-directed Search (SVSDS). Reports that thinking styles and personality types overlap to a degree. (CMK)

Reports on an exploratory study of 200 managers in Finland, Poland, and the United Kingdom that investigated whether there are national-cultural differences in cognitive style and whether these differences are related to individual, occupational, and cultural aspects of socialization. Shows differences between national groups in cognitive…

Reports the outcome of an empirical study exploring the possibility that cognitive style may be an important factor influencing performance on certain types of tasks in management education. Explains that 412 final year undergraduate degree students studying Management and Business Administration were tested. Presents the results. Includes…

The domain specificity and generality of an important critical thinking skill was examined by administering nine reasoning and decision-making tasks to 125 adults. Performance across tasks displayed considerable domain specificity, but five tasks displayed moderate convergence. Performance on tasks that displayed domain generality was more…

Investigated learner variables of Korean university students and explored the relationships of the variables to English language proficiency. Results show the correlations between strategies and proficiency were significant, while the correlations between styles and proficiency and between beliefs and proficiency were insignificant. (Author/VWL)

Investigates learning differences (measuring and analyzing effects and interactions) in 3 Web environments that either matched or mismatched the individual's learning orientation (represented as an integrated set of psychological factors--cognitive, affective, cognitive, and social--that influence how individuals approach learning). Analyzes…

British further education college students (n=182) assessed their own learning styles. Students and tutors found the information useful. Follow-up 1 year later showed that students' self-esteem increased, and they took the initiative in discussing teaching and learning styles. However, some lecturers had difficulty changing teaching styles to…