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This text synthesizes the research on the learning style characteristics of five culturally diverse groups: Native Americans, Hispanic Americans, African Americans, Asian Americans, and European Americans. Although each of these groups has distinguishing features and differs from other groups on some of the 22 elements that constitute learning style, there are broad within-group variations that preclude generalizations. Dunn and Griggs identify a multidimensional model of learning style, describe a comprehensive assessment instrument for identifying an individual's learning style, and provide a variety of educational interventions that accommodate diverse learning style preferences.

Tabla de contenidos provista por Syndetics

• Preface
• Acknowledgments
• Examining Your Knowledge of Multiculturalism and Learning Styles
• Understanding Learning Style and the Need for Teaching to Individual, Rather than Group, Characteristics
• Understanding Learning-Style Counseling and Adolescent Stages of Development Multiculturalism and the Learning-Style Characteristics of Major Cultural Groups in the United States Identifying Adolescents' Individual
• Learning-Style Strengths Managing the Implementation of a Learning-Style Program Designing Tactual and Kinesthetic Resources to Respond to Adolescents' Individual
• Learning Styles Designing Programmed Learning Sequences (PLS) to Respond to Adolescents' Individual
• Learning Styles Designing Contract Activity Packages (CAPs) to Respond to Adolescents' Individual
• Learning Styles Designing Multisensory Instructional Packages (MIPs) to Respond to Adolescents' Learning Styles
• References
• Appendix A Available Low-Cost Resources for Getting Started
• Index

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CHOICE Review

Of this book's ten chapters, the first five examine and identify learning styles and the need to teach to individual rather than group characteristics. The book is based on the Learning Style Inventory, which assesses individual preference in four major areas. The text emphasizes there is no such thing as cultural group learning style. Instead the authors describe the adaptation of learning style theory to the individual counseling of students during adolescence. The first chapter includes the Questionnaire on Learning Styles and Multiculturalism. Chapters emphasize how to teach and counsel students with different learning styles. A particularly informative chapter on implementation of a learning styles program describes how the classroom can be redesigned and lists recommendations for sound, light, seating, and temperature to suit student preferences. Chapter 6 provides a framework for subsequent chapters by detailing Klavas's four-stage learning style implementation model; succeeding chapters describe the design of tactual and kinesthetic resources for adolescents, as well as programmed learning sequences, contract activity packages, and multisensory instructional packages. The appendix includes contract activity packages that are available through the Center for the Study of Teaching and Learning Styles. Upper-division undergraduates through faculty. P. A. Cordeiro University of Connecticut

Notas de autor provistas por Syndetics

RITA DUNN is Professor of Instructional Leadership and Director of the Center for the Study of Teaching and Learning Styles, St. John's Univerity.

SHIRLEY A. GRIGGS is Professor of Counselor Education at St. John's University. Both are recognized as outstanding faculty in teaching and research. Dunn and Griggs have coauthored Learning Styles: Quiet Revolution in American Secondary Schools (1966) and more than 17 other books as separate authors.