Focuses on the role of splitting and projective identification as active dynamics in the development and maintenance of cultural and racial prejudice. Illustrates ways in which attention to splitting and projective identification in the group setting can decrease prejudice and promote community building. (Author)

Explores a study investigating the effect of individual cognitive styles on learning through computer-based instruction. Identifies a significant difference between the cognitive styles on test scores, in particular the Wholist/Verbaliser group, and indicates a potential for cognitive styles to influence learning outcomes measured by performance…

Although students may learn in many ways, the essential skills and content they learn can remain steady. As demonstrated by three teaching approaches to the study of ancient Rome, students can take different roads to the same destination. Successful differentiation is rooted in student engagement and student understanding. (MLH)

Research on whole language suggests its effects on achievement vary markedly from site to site, and differences may be based not on whether a teacher uses it but how it is implemented. Learning-styles research suggests that little is gained from matching children to methods using learning styles. Instead, any approach needs to take into account…

Accounting students (n=202) had different preferences for learning discrete facts, quick and easy problems, and new and ambiguous situations. On a multiple-choice test and unstructured task completed by 73 students, preference for quick and easy problems distinguished poor and good performers on the task but not on the test. (SK)

Cognitive style assessment of 120 cooperative education and 125 nonco-op students in business administration and hospitality revealed a broad range of styles, with significant differences between the two majors and between co-op and nonco-op students. Gender and amount of work experience were not correlated with cognitive style. (SK)

Two approaches to training for small/medium-sized enterprises were compared: a British distance learning program and an Irish program offering face-to-face training for micro-enterprises. Both used constructivist, collaborative, and reflective methods. Advantages and disadvantages of each approach were identified. (SK)

Discusses the value of both objectivity and connection (among college students, between students and teachers, and between students and their work) in various ways of knowing. Explores the nature of connection via studies of women's development. Explains how pedagogy can create contexts for students to learn to use both objectivity and connection.…

Gives evidence of how and why feature films are effective instructional tools, particularly when teaching concepts of human development to college students. Explains that use of films helps to dramatize and frame issues, generate discussion, and provide links with personal experience. Uses several examples from movies to help explain the…

Argues that one critically useful approach to a standards-based educational system is the learning style approach--that is, addressing the learning style strengths and preferences of students. Discusses what learning style means; notes research on its effectiveness; and discusses strategies and teaching-style characteristics to help students meet…

Principles of Adult Learning Scale was administered to 12 adult basic education teachers and 189 General Educational Development (GED) students at a technical school. Learning style appeared to change with age and experience. Although congruent teaching and learning styles usually improve achievement, educational purpose, such as GED completion,…

Examines educational reform and Vygotsky's influence on critical pedagogy in Brazil from two perspectives. One is the historical tradition of accepting multiplicity of learning behaviors, and the other is a close analysis of an environment that espoused the idea of literacy as a cultural production shared by everyone. (MMU)

Finds that (1) trait and context communication apprehension correlate significantly with learning-style preference for women, but not for men; (2) high communication-apprehensive women prefer the Hands-on Experimenter and the Analytical Evaluator learning styles; and (3) communication apprehension is not correlated with age, sex, or self-reported…

Results of the Group Embedded Figures Test taken by 78 Navajo students in agricultural education showed that most were field independent. Their style varied by gender and degree of traditionalism. (SK)

Measured thinking styles of first-year South African university students using the Sternberg Mental Self-government Thinking Styles Inventory. Found that the preferred thinking styles were executive, legislative, hierarchic, internal, and conservative. Major and language were differentiating factors in thinking style preferences; gender was not.…