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ERIC Number: EJ426524
Record Type: Journal
Publication Date: 1991
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0161-7761
Classroom Inquiry and Navajo Learning Styles: A Call for Reassessment.
McCarty, T. L.; And Others
Anthropology and Education Quarterly, v22 n1 p42-59 Mar 1991
Describes experimental K-9 bilingual-bicultural curriculum in Navajo studies emphasizing open-ended questioning, inductive/analytical reasoning, and student verbalization in both small and large groups, and discusses reasons why it has been well received by teachers and students. Findings challenge conventional view that these students are nonanalytical, nonverbal learners. Suggests educational application of such "learning styles" can perpetuate patterns of learned dependence. (EVL)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A