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Showing 1 to 15 of 30 results Save | Export
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Jang, Eun-Young; Jimenez, Robert T. – Theory Into Practice, 2011
Studies on second language (L2) learners' strategies tended to characterize strategies as individual learners' cognitive predispositions or personality traits, leaving a critical question unanswered: Why do learners use different strategies in different contexts? From a sociocultural perspective, this article pursued this question by focusing on…
Descriptors: Second Languages, Second Language Learning, Learning Strategies, Language Skills
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Davis, Dennis S. – Theory Into Practice, 2011
Many studies of comprehension strategies instruction rely on an internalization metaphor of strategy learning. In this view, strategies eventually enter students' heads after repeated interactions with teachers who introduce strategies and control how they are used. In this article, the author discusses the limitations of the internalization view…
Descriptors: Learning Processes, Figurative Language, Cognitive Style, Grade 5
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Johnson, Laurence F.; Levine, Alan H. – Theory Into Practice, 2008
Our essential premise in this article is that immersive learning is not new and that, as a practical matter, it is useful to view the relatively new virtual world platforms through that lens. By doing so, the premise continues, developers of learning experiences for these spaces will have a large theoretical base upon which to draw, as well as…
Descriptors: Student Evaluation, Elementary Secondary Education, Teaching Methods, Computer Simulation
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Selfe, Richard J.; Selfe, Cynthia L. – Theory Into Practice, 2008
For some teachers, the increasing attention to digital and multimodal composing in English and Language Arts classrooms has brought into sharp relief the profession's investment in print as the primary means of expression. Although new forms of communication that combine words, still and moving images, and animation have begun to dominate digital…
Descriptors: Language Arts, English Instruction, Learning Modalities, Educational Technology
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Sternberg, Robert J.; Zhang, Li-fang – Theory Into Practice, 2005
We consider how to differentiate instruction using a theory of thinking styles as a basis for differentiation. The article opens with a consideration of why styles are important. Then it considers some general characteristics of styles, presents the theory of mental self-government, considers issues of measurement, and presents data supporting the…
Descriptors: Cognitive Style, Teaching Methods, Educational Theories, Teaching Styles
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Hong, Eunsook; Milgram, Roberta M.; Rowell, Lonnie L. – Theory Into Practice, 2004
Students, teachers, counselors, and parents are all important in determining the degree to which homework is effective in meeting its goals. Teachers assign homework, parents provide the environment in which it is done, and students?each with a unique profile of motivation and preference for learning?do the homework. It is a challenge for everyone…
Descriptors: Student Motivation, Intervention, Homework, Student Centered Curriculum
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Sharp, Kathleen M. – Theory into Practice, 2003
Describes an English teacher's reflection in a suburban, predominantly white, middle class high school. This teacher's praxis is based on the assumption that culture influences how students learn, and culturally and linguistically diverse students will experience greater academic success when teachers work to consciously and consistently adapt…
Descriptors: Cognitive Style, Cultural Awareness, Culturally Relevant Education, English
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Dunn, Rita – Theory into Practice, 1984
Using a question-and-answer format, this article presents information to help schools become more familiar with the concept of learning styles. Students appear to be able to identify their preferences and absorb more in environments that complement their strengths. (DF)
Descriptors: Academic Achievement, Cognitive Measurement, Cognitive Style, Educational Research
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Carbo, Marie – Theory into Practice, 1984
Current research in learning style and reading indicates that students' reading achievement and attitudes improve significantly when students are taught to read through their individual styles. Research topics that support this conclusion are listed and implications for improving reading research are discussed. (DF)
Descriptors: Cognitive Style, Educational Environment, Elementary Secondary Education, Learning Modalities
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Friedman, Peggy; Alley, Robert – Theory into Practice, 1984
Case studies from teachers, special programs, and school districts illustrate a variety of ways learning styles theory can be used in educational environments. Six principles dealing with learning styles are offered to help teachers understand and use learning styles theory in the classroom. (DF)
Descriptors: Case Studies, Cognitive Style, Educational Environment, Elementary Secondary Education
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Mishra, Shitala P. – Theory into Practice, 1983
This paper examines the nature of human abilities in light of recent advances in information-processing and discusses implications of these developments for cognitive assessment of children. (CJ)
Descriptors: Cerebral Dominance, Cognitive Development, Cognitive Processes, Cognitive Style
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Letteri, Charles A. – Theory into Practice, 1985
This article provides an overview of how people learn and strategies that can be taught to individuals to improve their levels of academic achievement. Several examples from recent case studies illustrate cognitive controls and profiles as well as the procedures and materials employed in augmentation and transfer training. (MT)
Descriptors: Cognitive Structures, Cognitive Style, Elementary Secondary Education, Learning Processes
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Pennell, Lestie – Theory into Practice, 1985
The Academic Intervention Program in Urbana, Ohio began as an exploration into the nature of individual differences in students and how they learn. The metacognitive approach and systematic work on learning styles and strategies points to a promising future in integrating the brain and learning. (MT)
Descriptors: Cognitive Style, Intervention, Learning Disabilities, Learning Strategies
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Mullally, Lee – Theory Into Practice, 1977
The use of Educational Cognitive Style Mapping (a symbolic orientation set of cultural determinants, modalities of inference, and memory) for individual students enables the educator to design and implement instructional settings based upon learner strengths. (MJB)
Descriptors: Cognitive Style, Educational Planning, Higher Education, Individualized Instruction
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Hunt, David E. – Theory into Practice, 1978
In-service activities should give more attention to how teachers learn and how teachers' learning styles are related to their teaching styles. (JD)
Descriptors: Behavior Patterns, Cognitive Style, Individual Differences, Inservice Teacher Education
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