The paper presents an overview of 11 major models of individual learning styles comparing their elements, the populations for which they are appropriate, the reliability and validity of their instrumentation, and where they overlap and differ. (Author/DB)

Research on the Dunn and Dunn Learning Styles Model has been conducted at more than 60 institutions of higher education and at every academic and grade level. Explanations of the 21 elements, the model, some research findings, and beginning steps for practitioners are provided to encourage initial experimentation with some of its variables.…

Investigated differences in achievement of 221 kindergartners with different cognitive tempos. Results suggest that kindergartners who exhibit an impulsive cognitive tempo may be judged by teachers as being less academically and socially competent than other kindergartners. (RJC)

Describes four learning styles, including innovative, analytical, common, and dynamic, based on the 4 Mat System. Discusses the role of the science teacher corresponding to the learning styles. (YP)

Discussion of expert and novice performance and the organization of knowledge focuses on a study that investigated the influence of mental models on performance differences between expert and novice service technicians who troubleshoot faculty generator sets. Behavioral and cognitive methods of analysis are described, and implications for…

Three studies investigated the influence of cognitive style on teaching practices of 114 teachers. Field-dependent teachers were more likely to use small group instructional techniques, while field-independent teachers were more likely to use group instruction, lectures, and direct teaching. (RJC)

Analysis of five Mohawk children's strategies for acquiring morphology revealed that the earliest segmentation of words was phonological, rather than morphological. Morphological structure was apparently discovered when most utterances were long enough to include pronominal prefixes as well as roots. (Author/CB)

Investigated whether consultees' problem definition skills could be enhanced by increasing their awareness of processes during consultation. Assigned undergraduates (N=195) to consultation with or without cognitive modeling or to control group. Results revealed that subjects in cognitive modeling group wrote better problem definitions and were…

The implications of the movement to individualize the curriculum in higher education are examined. The background and basic premises of the movement are explored and the realities and problems of the program at Empire State College are examined. The nature of contract education is discussed. (Author/MLW)

During the past five years, East Islip (New York) School District has developed an outcome-based curriculum and instructional format focusing on student mastery of thinking skills. Connecting mastery learning with thinking skills provides a framework allowing students to make their own connections between instructional fragments, classroom…

Finds that 16 of 28 Northern Cheyenne and Crow adolescents participating in an Upward Bound summer program were "patterned symbols" learners, preferring small group activities that allow personal interpretation of the subject in a cooperative learning environment. Suggests teaching methods and class activities suited to this learning…

An ecological-systems view is presented describing academic underachievement in highly verbal, gifted adolescents. It is argued that a unique pattern of interests, motives, and cognitive styles results in a differential pattern of achievement for these youth. Implications for psychoeducational assessment, pedagogy, and counseling are discussed.…

The ideas of Foucault are used to analyze how gender is conceptualized in the teaching of mathematics. The discursive practices of textbooks, teaching methods, examinations, and use of space in classrooms are described for gender bias as well as rules and roles in mathematics classes. (DC)

Three articles explore current research and theory regarding children's learning styles, covering: (1) four basic ways children approach learning and corresponding teaching methods; (2) "multiple intelligences" and new thought about the boundaries of innate ability; and (3) classroom teachers' perspectives and instincts about the mystery of…

By considering right and left brain orientation and personal learning styles, directors can begin to identify the thinking patterns of teachers and develop training methods that effectively meet staff training needs. (Author/BB)