Theoretical Perspectives, Research Findings, and Classroom Implications of the Learning Styles of American Indian and Alaska Native Students. ERIC Digest.

Autor/inn/en	Hilberg, R. Soleste; Tharp, Roland G.
Institution	ERIC Clearinghouse on Rural Education and Small Schools, Charleston, WV.
Titel	Theoretical Perspectives, Research Findings, and Classroom Implications of the Learning Styles of American Indian and Alaska Native Students. ERIC Digest.
Quelle	(2002), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications; ERIC Digests in Full Text
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Alaska Natives; American Indian Education; American Indian Students; American Indians; Cognitive Style; Cultural Differences; Educational Research; Elementary Secondary Education; Holistic Approach; Learning Strategies + Suchen Sie Ihr Suchwort? Inuit; American Indian; Indianer; Cognitive styles; Kognitiver Stil; Kultureller Unterschied; Bildungsforschung; Pädagogische Forschung; Holistischer Ansatz; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	This digest discusses two prominent definitions of learning styles, describes studies that have found differences between the learning styles of American Indian/Alaska Native students and students of other cultural groups, and presents instructional interventions stemming from learning styles research. The research literature on learning styles comes from several disciplines, contributing to the disjointed, inconsistent, and often contradictory information about what learning styles are and how they can be measured. Further, studies tend to be tied to a particular instrument. Researchers differ as to the elements of learning styles and whether they are fixed of malleable. Research based on a variety of theoretical frameworks suggests that American Indian and Alaska Native students show some tendency toward (1) a global, or holistic, style of organizing information; (2) a visual style of mentally representing information in thinking; (3) a preference for a more reflective style in processing information; and (4) a preference for a collaborative approach to task completion. Research supporting each of these points is briefly discussed, followed by studies showing the effects of related instructional strategies on academic achievement and student engagement. (Contains 20 references.) (SV)
Anmerkungen	ERIC/CRESS, P.O. Box 1348, Charleston, WV 25325-1348. Tel: 800-624-9120 (Toll Free). For full text: http://www.ael.org/eric/digests/edorc02-3.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC