Educators have three approaches to learning styles: focusing on the individual, using comprehensive models to adapt instruction to major learning differences, and identifying key elements of an individual's learning style and matching instruction and materials to these differences. One controversial aspect of learning styles is the use of…

The Atkinson-Shiffrin model of memory has three components: sensory, short term, and long term. Each memory process (such as encoding, storage, and retrieval) can be linked to specific teaching and learning strategies. (SK)

This paper examines a model of individual ways of learning and its implications for mathematics teaching. Topics discussed include: alternative ways that students use to represent mathematical ideas, management or control mechanisms, related models of learning preferences, ways in which students relate and manipulate ideas, and implications of…

To further the understanding of how the brain operates at the most basic level of interest to human communication theorists, intrapersonal communication, this paper reviews the arguments against the hemispheric dominance theory and for a neurological processing style model of brain functions and then focuses on the impact of the corpus callosum (a…

This paper argues that the goals of education, whether in university or kindergarten, are not achieved by the one-way transmission of knowledge, but through a dialogue between teacher and learner which has as its aim the co-construction of meaning in relation to tasks and topics of mutual interest and concern. The paper first addresses how the…

The notion of paradigms is central to philosophical and educational inquiry. The tri-paradigmatic structure suggested by Habermas is considered. Each of the paradigms--the empirical-analytic, the interpretive-hermeneutic, and the critical-theoretic--is examined in relation to education. The author contends that the paradigm used greatly influences…

A model of the sources of differences in the learning potentials of students is presented, including group differences in learning potentials between gifted and nongifted students; interindividual differences between gifted students; intraindividual differences within one gifted student; and independent and interactive contributions of…

The central concept underlying the approach and strategies offered here is culture as process, that is, the knowledge people use in their everyday life situations. A presupposition is that all human knowledge is cultural. Conceptual patterns are identified within the learner's cognitive framework which will be of importance in teacher-learner…

Since the time of E. B. Huey (1908), there have been clear indicators that oral language as a reflection of a child's linguistic ability has been clearly related to his or her reading achievement or comprehension. P. McKee (1937) and W. S. Gray (1937) both speculated that reading difficulties might parallel language deficiencies. G. Hildreth…

Three interrelated pedagogical elements--approach, design, and procedure--are basic in a discussion of language teaching. Approach defines those foundational assumptions, beliefs, and theories about the nature of language and language learning. Design specifies the relationships of theories to both the form and use of instructional materials.…

Proposes a structural model of intelligence based on the significant aspects of Blacks' cognitive development. Discusses alternative perspectives on the understanding of macro-level activities, modifications in the general approach to cognitive assessment, and the formulation of pedagogical guidelines. (FMW)

This second issue of a series on theory, innovation, and practice in andragogy analyzes some of the instructional variables in adult learning and discusses ways to influence the degree of learning through the application of instructional and behavioral technologies. It unites theory and practice, generating recommendations from the abstract…