Multiculturalism and Learning Style: Teaching and Counseling by Rita Dunn, Shirley A. Griggs

By Rita Dunn, Shirley A. Griggs

This textual content synthesizes the study at the studying variety features of 5 culturally various teams: local american citizens, Hispanic americans, African americans, Asian american citizens, and eu american citizens. even though every one of those teams has distinguishing positive factors and differs from different teams on the various 22 components that represent studying kind, there are extensive within-group diversifications that avoid generalizations. Dunn and Griggs establish a multidimensional version of studying variety, describe a finished evaluate tool for determining an individual's studying sort, and supply a number of academic interventions that accommodate diversified studying variety preferences.

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Extra resources for Multiculturalism and Learning Style: Teaching and Counseling Adolescents

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Application of Cox's model to the construct of learning styles has been corroborated by meta analytic evidence: Accommodating individual learning styles through compatible teaching and counseling interventions results in increased academic achievement universally (Sullivan, 1993). This chapter reveals that each cultural group tends to have some learning-style elements that distinguish it from other cultural groups. However, a consistent finding among researchers is that each individual within a family, classroom, or culture has unique learning-style preferences that differ from those of their siblings, parents, peers, and cultural group.

For example, junior high school m a t h underachievers b e c a m e m o r e motivated, b e t t e r disciplined, a n d p r o d u c e d a t r e n d t o w a r d statistically increased achievement w h e n they w e r e assigned to afternoon m a t h classes that m a t c h e d their chronobiological time preferences; they h a d failed d u r i n g their energy lows (Carruthers & Young, 1980). O n e year later Lynch (1981) r e p o r t e d that time preference was a crucial factor in the reversal of chronic initial truancy patterns among secondary students.

Illumination in sections of the classroom should allow students to read in natural daylight, in bright light, or in dim light. Reduced lighting is often a positive influence with underachievers or hyperactive youngsters. Specific rules should be established to maintain classroom decorum; for example, (a) neither feet nor shoes may be placed on chairs or desks; (b) no one's learning style may interfere with anyone else's learning style, or the offender relinquishes his or her privilege; and/or (c) better test performance and better behavior than ever before is required.

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