Shirley A. Griggs

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

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

Research on the Learning Style Characteristics of Selected Racial and Ethnic Groups.

Many researchers have examined the learning styles of multicultural subgroups in the United States. This paper compares and contrasts their findings, synthesizes their data, and emphasizes that individual rather than group characteristics must be addressed when providing instruction—regardless of cultural or racial background.

A comparison between the learning styles of gifted versus average suburban junior high school students

Recent research identifies learning style preferences of gifted versus average junior high students.

Accommodating nursing students' diverse learning styles.

The authors present a framework for understanding diverse learning style/cognitive-style models and assessment instruments, review the literature on learning styles in general and the Dunn and Dunn Model specifically, and identify research areas for nursing educators. The authors challenge previous research with nurses and nursing students that focused on group, rather than individual interventions. They also explain why instruments that focus on only one or two constructs on a bipolar continuum, rather than on multiple learning-style constructs, restrict the possibility of revealing positive outcomes.

Teaching and Counseling Gifted Students with their Learning Styles Preferences: Two Case Studies:

and quietly moved over beside Joanne. She excitedly pointed to the closing paragraph of her essay on the personal qualities of famous American women and said, “This will blow Mrs. Walker’s mind!” Joanne perused the last section of Susan’s paper and began to giggle as she read her friend’s conclusions: Thus, this paper has reviewed the personal qualities of five famous American women including: (a) Susan B. Anthony, who was arrested for voting illegally in the 1872 Presidential election and refused to pay the fine; (b) Ida Wells-Barnett, who fought for equality and was the first black to sue a railroad for racial discrimination; (c) Lucy Stone, who publicly questioned the Biblical authority for male dominance in 1855; (d) Gertrude Stein, who daringly brought the new theories of cubism and abstract painting to the art of writing; (e) and Jeanetter Rankin, the first woman elected to the House of Representatives three years before passage of the Nineteeth Amendment enfranchising women. These women shared similar personal qualities. They were: (a) courageous pioneers who championed justice and human rights; (b) highly unconventional and capable of challenging existing social and legal systems when it was personally dangerous to do so; (c) leaders who attracted widespread support; (d) highly compassionate and strongly committed to improving the human condition and abolishing abuses; (e) able to speak and write convincingly and capable of using those skills in lecturingand publishing to achieve their goals; and (f) selfeducated because, during their lifetimes, women were not permitted access to higher education.