Describes various models of learning styles and speculates on their applicability to distance education practice and research. Topic discussed include field dependence and independence; the Kolb Model; hemisphericity; sensory preferences; the Jungian approach; Myers Briggs Type Indicator (MBTI); and psychological factors including age, sex…

Exhorts college teachers to adapt their teaching strategies to the needs of individual groups of students. Discusses the following categories of developmental learning as identified by William Perry: dualism, multiplicity, and relativism. Explains that for each category, a concomitant learning style is needed. Describes each learning style, and…

Conventional schooling too often ignores the influence of school culture on what is learned in school. Knowledge is situated, being in part a product of the activity, context, and culture in which it is developed and used; this is known as cognitive apprenticeship. Implications for understanding learning and teaching are discussed. (Author/BJV)

Examines research about learning disabled (LD) students and presents an LD learning-style profile. Describes a learning activity, TELSQA, that social studies teachers can use to encourage reading comprehension. TELSQA asks students to identify title (T), examine material (E), look for important words (L), self-question (SQ), and answer…

Suggests that the overall educational experience of science aspirants has an indirect and latent role in preparing future types of researchers. Discusses arguments concerning the relationship between cognitive inclinations and educational experience, and how problem-solver and problem-identifier type students respond to educational dilemmas. (YP)

A model of building factors that may constrain people and programs has four classes of constraining factors: perceptual, individual, program, and other. (MLF)

Describes a study conducted at the University of West Florida with the Navy that investigated the effects of cooperative tutoring on academic performance. Treatments for the experimental and control groups are described, and performance based on cognitive style as determined by scores from the Group Embedded Figures Test is discussed. (24…

The extent of teacher knowledge about American Indian learning styles and the degree to which this knowledge is applied in classrooms was explored. Results from a survey of 154 teachers in schools attended by American Indians suggest that preservice and inservice education programs should present a balanced presentation of theory and practice.…

This article reviews research on the Schoolwide Enrichment Triad Model, which combines the previously developed Enrichment Triad and Revolving Door Identification Models of gifted education. Research reviewed addresses: model effectiveness, creative productivity, personal and social development, underserved populations, self-efficacy, curricular…

Examined whether at-risk preschoolers would show gains in expressive and receptive language after using selected computer-based activities in a teacher-directed, small group situation using direct-instruction techniques. Results indicated improvement in varying degrees, suggesting wider use of computers combined with direct instruction for…

Compared use of derived fact strategies involving addition and subtraction by 20 learning-disabled students (LDSs) from an intermediate level self-contained class to 22 grade-3 normally achieving students (NASs). LDSs did not differ from NASs in verbal fluency or use of alternative strategies. (Contains 20 references.) (MDH)

Reports on a preliminary study of cognitive style and performance of 182 secondary students on the British General Certificate of Secondary Education. Finds that students who tested at an intermediate position on both dimensions of the Wholist-Analytic cognitive style measure did best on the test. (CFR)

Discussion of hypermedia-based instruction (HBI) focuses on the effects of cognitive style on student achievement. The development of interactive software for eighth-grade students studying computer ethics is described; gender differences are examined; problems are identified; and information-accessing frequency is discussed. (LRW)

Interviewers asked (n=10) 6th- and (n=10) 10th-grade students to solve nonroutine number problems. Task analysis of perseverers, those students who continued after reaching "dead-ends," found that students who were ultimately successful were more inclined to be flexible in their strategies. (28 references) (MKR)

Determined the role of self-concept and motivation in aiding resilient African American high school sophomores to obtain academic competence. Results from 138 students suggest resilient African American high school students differed from their nonresilient peers in the cognitive domain: cognitive ability, cognitive environmental support, cognitive…