Preface Chapter 1 The challenge Chapter 2 The nature of the evidence: A synthesis of meta-analyses Chapter 3 The argument: Visible teaching and visible learning Chapter 4: The contributions from the student Chapter 5 The contributions from the home Chapter 6 The contributions from the school Chapter 7 The contributions from the teacher Chapter 8 The contributions from the curricula Chapter 9 The contributions from teaching approaches - I Chapter 10 The contributions from teaching approaches - II Chapter 11: Bringing it all together Appendix A: The 800 meta-analyses Appendix B: The meta-analyses by rank order References

Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement

This article addresses a challenge faced by those who study cultural variation in approaches to learning: how to characterize regularities of individuals’ approaches according to their cultural background. We argue against the common approach of assuming that regularities are static, and that general traits of individuals are attributable categorically to ethnic group membership. We suggest that a cultural-historical approach can be used to help move beyond this assumption by focusing researchers’ and practitioners’ attention on variations in individuals’ and groups’ histories of engagement in cultural practices because the variations reside not as traits of individuals or collections of individuals, but as proclivities of people with certain histories of engagement with specific cultural activities. Thus, individuals’ and groups’ experience in activities—not their traits—becomes the focus. Also, we note that cultural-historical work needs to devote more attention to researching regularities in the variat...

Cultural Ways of Learning: Individual Traits or Repertoires of Practice:

Learning style instruments are widely used but not enough is known about their reliability and validity and their impact on pedagogy in post-16 learning. This report documents work from a project commissioned by the Learning and Skills Development Agency (LSDA) to carry out an extensive review of research on post-16 learning styles, to evaluate the main models of learning styles, and to discuss the implications of learning styles for post-16 teaching and learning. The following research questions were addressed: What models of learning styles are influential and potentially influential? What empirical evidence is there to support the claims made for these models? What are the broad implications for pedagogy of these models? What empirical evidence is there that models of learning styles have an impact on students’ learning? The project identified the range of models that are available and influential or potentially influential in research and practice, located these models within identifiable ‘families’ of ideas about learning styles, evaluated the theories, claims and applications of these models, with a particular focus on evaluating the authors’ claims for reliability and validity, evaluated the claims made for the pedagogical implications of the selected models of learning styles, identified what gaps there are in current knowledge and what future research is needed in this area, and made recommendations and drew conclusions about the research field as a whole. In conclusion, the implications for pedagogy are drawn out and recommendations and conclusions are offered for practitioners, policymakers and the research community. The report concludes that it matters fundamentally which model is chosen. A second report (indexed at TD/TNC 79.72) discusses the appeal of learning styles as well as offering an overview of ways in which political and institutional contexts in the learning and skills sector affect the ways that learning styles might be put into practice.

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Learning styles and pedagogy in post-16 learning: a systematic and critical review

This is an account of the largest on-the-scene study of U.S. schools ever undertaken. Called A Study of Schooling' and carried on over 4 years, trained investigators went into more than 1,000 classrooms in 38 elementary and secondary schools in seven different sections of the United States. These schools were located in urban, rural, and suburban areas. The investigators talked to teachers, students, administrators, school board officials, parents, and other members of the community. The result is this landmark report, written by one of the country's most astute and experienced educators. His message is one of cautious optimism, despite the extensive problems uncovered, and he provides a realistic agenda for improvement. This report will be a rich and stimulating resource for all those concerned with the education of our youth.

The Schools We Deserve@@@A Place Called School: Prospects for the Future

Both the current school reform and standards movements call for enhanced quality of instruction for all learners. Recent emphases on heterogeneity, special education inclusion, and reduction in out-of-class services for gifted learners, combined with escalations in cultural diversity in classrooms, make the challenge of serving academically diverse learners in regular classrooms seem an inevitable part of a teacher's role. Nonetheless, indications are that most teachers make few proactive modifications based on learner variance. This review of literature examines a need for “differentiated” or academically responsive instruction. It provides support in theory and research for differentiating instruction based on a model of addressing student readiness, interest, and learning profile for a broad range of learners in mixed-ability classroom settings.

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Differentiating Instruction in Response to Student Readiness, Interest, and Learning Profile in Academically Diverse Classrooms: A Review of Literature

Forty-two experimental studies based on the Dunn and Dunn Learning Style Model and conducted between 1980–1990 were identified to determine the value of teaching students through their learning-style preferences. The studies were rated according to Lytton and Romney's (1991) Quality Rating Scales. A jury determined that, of the 42 studies, 6 studies evidenced serious threats to validity. The 36 remaining studies provided a database of 3,181 participants. Results were synthesized through meta-analysis. Eight variables coded for each study produced 65 individual effect sizes. The overall, unweighted group effect size value (r) was .384, and the weighted effect size value was .353 with a mean difference (d) of 755. Referring to the standard normal curve, this suggests that students whose learning styles are accommodated would be expected to achieve 75% of a standard deviation higher than students who have not had their learning styles accommodated. This finding indicates that matching students' lear...

A Meta-Analytic Validation of the Dunn and Dunn Model of Learning-Style Preferences

Preface Introduction to Learning Styles in Higher Education Capitalizing on College Students' Learning Styles: Theory, Practice, and Research by Rita Dunn and Shirley A. Griggs Practical Approaches to Using Learning Styles in Higher Education: The How-To Steps by Rita Dunn Applications in Education Learning Styles in Graduate Education Classes: The River of No Return by Sue Ellen Read Educating Secondary Teachers to Work with Students' Diverse Styles by Nancy Montgomery One Texas University's Approach to Integrating Learning Styles in Teacher Education: Talking the Talk and Walking the Walk by Janet Whitley and Pam Littleton Hannibal "Lecture" Changes His Oral Menu by Kenneth Dunn Distance Education: Reaching Beyond the Walls by Jody Taylor Learning Styles in a Suburban College by Bernadyn Kim Suh A Paradigm Shift: Learning-Styles Implementation and Preservice Teachers by Karen Burke Learning Styles and College Teaching: My Experiences with Education Majors by Ann C. Braio Tactual Learning at the Doctoral Level: A Risk Worth Taking by Barbara Given and Edward P. Tyler Divergent Styles, Common Goals: Implications for Counselors by Shirley A. Griggs Teacher Training in Progress: Giving It Our Best Shot by Katy Lux Project Learn: A University-Initiated Consortium of Science Educators and Practitioners by Barbara S. Thomson Teaching Graduate Students with a Learning- Styles Approach: Adding Zest to the Course Ingredients by Laura Shea Doolan Applications in Health-Related Professions Incorporating Learning Styles into the Curricula of Two Programs in a College of Health-Related Professions by Joyce A. Miller and Rose F. Lefkowitz Applications in Schools of Law, Engineering, and Liberal Arts Bringing Learning Style Instructional Strategies to Law Schools: You Be the Judge! by Robing A. Boyle Meeting the Academic Challenges of an Undergraduate Engineering Curriculum by Joanne Ingham The Writing Portfolio as a Learning-Styles Tool in a College English-as-a-Second-Language Course by Herbert D. Pierson Applications in Colleges of Business Contract Activity Packages in Higher Education: The Flexible Flier of Pedagogy by Heather Pfleger Dunham and Barbara-Jayne Lewthwaite How I Found Pedagogical Nirvana: Beware of the Law of Unintended Consequences! by E. L. Deckinger Global Teaching in an Analytic Environment: Is There Madness in the Method? by Ralph A. Terregrossa and Valerie Englander Epilogue Bibliography Appendices Author Index Subject Index

Practical Approaches to Using Learning Styles in Higher Education

(1989). Learning Styles: Quiet Revolution in American Secondary Schools. The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 63, No. 1, pp. 40-42.

Learning Styles: Quiet Revolution in American Secondary Schools

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

Multiculturalism and Learning Style: Teaching and Counseling Adolescents

Everyone has a learning style. Observation of students within the typical classroom provides some understanding of the diversity of individual characteristics. If a group of high school students is provided 45 minutes to develop a listing of the &dquo;Causes of Discord Between the United States and the Soviet Union,&dquo; many pursue the task in different ways. Some read independently, whereas others cluster in informal peer groups to discuss the topic. Some require extensive structure before initiating the project and ask about which resources to use, mandated length of the

Shirley A. Griggs

Papers

A Meta-Analytic Validation of the Dunn and Dunn Model of Learning-Style Preferences

Practical Approaches to Using Learning Styles in Higher Education

Learning Styles: Quiet Revolution in American Secondary Schools

Multiculturalism and Learning Style: Teaching and Counseling Adolescents

Selected Case Studies of the Learning Style Preferences of Gifted Students.