Nurse practitioner students using distance education (n=86) indicated a preference for self-direction, concrete examples, and small-group discussion. Print was their most preferred and audiotapes their least preferred format. Convenience, self-direction, and timing were more important than delivery method or learning style. Preferred order of…

Thirty intellectually gifted secondary school students and their nongifted siblings (n=32) were compared. No significant differences were found among the siblings (gifted versus nongifted) in self-perceptions nor in preferred learning style (competitive, cooperative, or individualistic). Gender was also not significant. (Author/DB)

Suggests that accommodating students' learning styles will bring English classrooms alive. Discusses various learning styles. Describes five strategies for kinesthetic learners. (RS)

Describes several activities for the kinesthetic learner that were developed for a high-school World Literature curriculum. (RS)

Discusses the theory of multiple intelligences and Montessori practice as interpreted by Torff, Dubovoy, Baker, Hilliard, Zener, and Sillick (PS 524 854-859). Claims that Gardner and Montessori both look beyond the notion of fixed IQ, and their joint perception of human potential tends toward the boundless, and the belief that each child can make…

Describes the view of intelligence in Montessori education and dismisses a variety of limited and dehumanizing models of education. Refers to the Montessori model as a "human metaphor" that actually responds to who children are and what they need, and extends that metaphor to the world community at large, encompassing the author's spiritual…

Illinois secondary agriculture students were taught 2 units; 1 group using a problem-solving approach (n=72) and the other a subject-matter approach (n=61). Neither approach nor cognitive style were related to achievement. Field-neutral learners scored significantly higher using problem solving when relevant and meaningful problems were used. (SK)

A survey on beliefs about the changeability of conditions was completed by 102 undergraduates, who then participated in an experiment in which they responded to a hypothetical letter from a potential employer. Differences were found between those who had a performance-judgment (belief in fixed traits) and a learning orientation (belief in…

Comparison of 540 U.S. and 1,076 Taiwanese college students showed that career decision-making style is significantly associated with career decision-making self-efficacy. Cultural background and gender influenced both decision-making styles and self-efficacy. (Contains 53 references.) (SK)

Explains how learning occurs in the brain, specifically in the limbic system. Compares traditional teaching methods and diverse learning modes. Describes the characteristics of diverse instructional approaches. First published in 1994. (YDS)

Reviews psychosocial cognitive teaching methods that correctional educators are using to remediate student academic deficits: computer-managed instruction, social/moral education, and essay writing and language arts. (Contains 15 references.) (JOW)

Highlights this journal issue's focus on teaching diverse learners, discusses teaching a common curriculum to students who learn in different ways, and notes that standardized instruction must give way to differentiated instruction. Dedicates issue to Donald Eichhorn, pioneer in middle school educational approaches. (DLH)

Argues that there are substantial problems with the theoretical foundations of David Kolb's Learning Style Inventory (LSI). Notes anomalies with the relationship between Carl Jung's style and Kolb's use of possibility processing. Argues that these anomalies make it impossible for defining firm conclusions about the nature of Kolb's learning style.…

An experiment was conducted to investigate the innovative performance of problem solving groups (n=196) with three different blends of cognitive styles. As predicted, groups with a heterogeneous blend of styles outperformed groups with completely or partially homogeneous blends. Participant satisfaction, however, was lower for heterogeneous teams.…

A study of 301 bachelor of science nursing (BSN), 188 registered nurse-BSN, and 110 allied health students and 30 nursing faculty found no significant differences between faculty and students in learning style. Faculty were more self-directed. Self-directed learning readiness was related to learning style: convergers were significantly more…