Academic literature on the topic 'Dunn and Dunn learning style'
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Journal articles on the topic "Dunn and Dunn learning style"
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Navarez, Mary Ann, and Mary Cherry Lynn Tabernilla. "Elementary learning styles and application of the Dunn and Dunn learning style inventory model." Industry and Academic Research Review 5, no. 1 (2024): 167–73. http://dx.doi.org/10.53378/iarr.924.126.
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This study explored the diverse learning styles of elementary pupils in an elementary school in the Philippines. It examined the application of the Dunn and Dunn Learning Style Inventory Model (DDL-SIM) to enhance educational outcomes. Recognizing the unique learning preferences of learners, the research aimed to bridge the gap in learning styles by implementing tailored teaching methods and strategies. Utilizing an explanatory mixed-methods research design, the study engaged all pupils using the complete enumeration sampling technique to ascertain their learning styles across five domains: environmental, emotional, sociological, physiological, and psychological. The survey questionnaire for the quantitative phase and the semi-structured interview guide questionnaire for the qualitative phase were employed, which were subjected to validity and reliability tests by the expert panel of evaluators. The study's data analyses utilized descriptive statistics, Spearman Rho correlation, and thematic analysis. As per the DDL-SIM, quantitative findings revealed significant emotional and physiological preferences, with significant relationships between demographic profiles and their learning styles. Qualitative insights underscored a holistic approach to learning as the generated major theme, emphasizing the interconnectedness of minor themes such as emotional intelligence, social dynamics, physical health, and environmental factors in the learning experiences. The study suggested that educators create tailored learning plans and gender-sensitive approaches and include emotional and physiological aspects in teaching. In support of varied learning styles, it promoted the DDL-SIM of educator’s professional development and parent and community participation. Hence, the DDL-SIM recognizes and addresses each learner's unique preferences, promoting a more inclusive and successful learning environment.
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Bergsteiner, Harald, and Gayle C. Avery. "Theoretical Explanation For Success Of Deep-Level-Learning Study Tours." College Teaching Methods & Styles Journal (CTMS) 4, no. 1 (2011): 29. http://dx.doi.org/10.19030/ctms.v4i1.5046.
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Study tours can help internationalize curricula and prepare students for global workplaces. We examine benefits of tours providing deep-level learning experiences rather than industrial tourism using five main theoretical frameworks to highlight the diverse learning benefits associated with intensive study tours in particular. Relevant theoretical models are Kolbs Experiential Learning Model, Gregorcs Style Delineator, Felder-Silverman Index of Learning Styles, VARK Questionnaire, and Dunn and Dunns Learning Style Model. Intensive study tours address nearly all the styles and techniques encompassed by these models.
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Pettigrew, Frank E., and Cathy M. Buell. "Relation of Two Perceptual Styles to Learning a Novel Motor Skill." Perceptual and Motor Skills 63, no. 3 (1986): 1097–98. http://dx.doi.org/10.2466/pms.1986.63.3.1097.
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Whether specific perceptual styles are related in learning a novel motor skill was investigated. Using scores on the perceptual component of the Dunn, Dunn, and Price Learning Style Inventory, to determine perceptual style, 98 secondary school students were divided into two groups, kinesthetic/tactile and auditory/visual. No significant difference in skill was observed.
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Ivie, Stan D. "Learning Styles: Humpty Dumpty revisited." Articles 44, no. 2 (2010): 177–92. http://dx.doi.org/10.7202/039031ar.
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Abstract What is a learning style? No one seems to know for sure. The language used by learning style theorists is filled with ambiguities. Price (2004) maintains that “learning style is often used as a metaphor for considering the range of individual differences in learning” (p. 681). Is learning style merely a fanciful metaphor or is it the wave of the future? The research offers mixed results. “Effects on improved test scores with testing conditions matched to student style have been published, but,” Curry (1990) adds, “there are also studies showing no discernible effect attributable to learning style variation” (p. 54). How many distinct learning style models are there? The Coffield (2004) team identified 71 different learning style models, which they subdivided into 13 major and 58 minor models. One of the most popular learning style models comes from Rita and Kenneth Dunn. They have developed an eclectic model featuring 21 (23) different variables that influence a person’s learning style. These variables run all the way from light and temperature to whether the person is analytic or global in his or her thinking. Rita Dunn says about the movement: “I want to convert the world” (Kortland, 2007, p. 8). And well she may. The Dunns’ model is used in the United States, Canada, Great Britain, Australia, and a number of other countries. Is learning style a panacea or a placebo? The jury is still out on that question.
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Kavale, Kenneth A., and Gretchen B. LeFever. "Dunn and Dunn Model of Learning-Style Preferences: Critique of Lovelace Meta-Analysis." Journal of Educational Research 101, no. 2 (2007): 94–97. http://dx.doi.org/10.3200/joer.101.2.94-98.
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Dunn, Rita, Shirley A. Griggs, Jeffery Olson, Mark Beasley, and Bernard S. Gorman. "A Meta-Analytic Validation of the Dunn and Dunn Model of Learning-Style Preferences." Journal of Educational Research 88, no. 6 (1995): 353–62. http://dx.doi.org/10.1080/00220671.1995.9941181.
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Md Hassan, Nurulhuda, Mohd Razimi Husin, Hishamuddin Ahmad, and Faridah Hanim Yahya. "Ciri Khas Gaya Pembelajaran Elemen Persekitaran dan Elemen Fisiologi Murid Lemah untuk Belajar dan Memproses Maklumat Baru." Journal of Humanities and Social Sciences 3, no. 3 (2021): 119–27. http://dx.doi.org/10.36079/lamintang.jhass-0303.291.
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Kajian ini bertujuan untuk mendedahkan tentang penerimaan murid dalam kemahiran dan maklumat pembelajaran yang dilakukan di sekolah rendah. Kajian ini juga bertujuan untuk memahami ciri khas gaya pembelajaran elemen persekitaran dan elemen fisiologi murid yang lemah berdasarkan kecenderungan mereka untuk belajar dan kemampuan memproses maklumat baru. Kajian ini adalah kajian kes yang menggunakan data kualitatif untuk menjawab persoalan yang dinyatakan. Penyelidik menggunakan Model Dunn & Dunn sebagai panduan dalam menganalisis data pemerhatian dalam gaya pembelajaran yang disokong oleh wawancara dan analisis hasil kerja murid. 16 peserta dipilih dengan sengaja untuk kajian ini. Dapatan menunjukkan bahawa rangsangan gaya pembelajaran elemen persekitaran dan elemen fisiologi mendorong atau merangsang pembelajaran murid yang lemah. Kesimpulannya, di samping strategi yang baik, gaya pembelajaran sebagai petunjuk pembelajaran dan pencapaian yang meningkatkan kualiti penerimaan maklumat murid. Oleh itu, penemuan ini merungkai hubungan antara gaya pembelajaran dan kesan pembelajaran murid yang perlu diberi perhatian oleh pendidik untuk memenuhi pengajaran dan cara pembelajaran murid.
 Special Characteristics of Learning Styles Environmental Elements and Physiological Elements of Weak Students to Learn and Process New Information
 Abstract: This study aims to reveal about the acceptance of students in the skills and information of learning done in primary schools. This study also aims to understand the special characteristics of learning styles of environmental elements and physiological elements of weak students based on their propensity to learn and ability to process new information. This study is a case study that uses qualitative data to answer the stated questions. Researchers used the Dunn and Dunn Model as a guide in analyzing observational data in a learning style supported by interviews and analysis of student work outcomes. 16 participants were deliberately selected for this study. Findings indicate that learning style stimuli of environmental elements and physiological elements induce or stimulate poor student learning. In conclusion, in addition to good strategies, learning style as an indicator of learning and achievement that improves the quality of student information reception. Therefore, these findings unravel the relationship between learning styles and student learning effects that need to be given attention by educators to meet the teaching and learning methods of students.
 Keywords: Environmental Elements, Learning Styles, Physiological Elements.
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Rahal, Tofi, and David Palfreyman. "Assessing Learning Styles of Students at Zayed University." Learning and Teaching in Higher Education: Gulf Perspectives 6, no. 2 (2009): 2–35. http://dx.doi.org/10.18538/lthe.v6.n2.03.
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Learning styles based education is becoming influential at higher education institutions around the world. Learning styles are characteristics of how students prefer to learn; they draw their origin from both biological and experiential conditions that make each student unique in the way he/she learns. An important first step in improving learning is to identify or assess students’ learning styles, and there are several instruments that can be used for this purpose. This is necessary for teachers and students who wish to improve learning and study strategies. Students who perform poorly in a conventional educational setting may suffer from a mismatch of learning and teaching styles; for example kinesthetic learners may not adapt to learning by listening or by reading. When we teach tactual and/or kinesthetic students by talking, they focus for only a brief amount of time and then wander off into their own thoughts and quickly forget (Burke & Dunn, 2002). We can improve students’ academic performance by providing them with alternative strategies and activities that respond to their learning style needs (Dunn & Dunn, 1993). In spring 2008, the learning styles of over 700 Zayed University students were assessed using the BE (Building Excellence) survey developed by Rundle & Dunn. The data collected is being analyzed with a view to making recommendations for teachers, students and parents to improve students’ learning. This paper represents the first in a series of publications on this subject; it reviews the survey process, and focuses on the nature and learning preferences of ZU students in perceptual elements (e.g. visual, auditory) and cognitive elements (e.g. Analytic-sequential (left-brain) vs. Global-simultaneous (right-brain) preferences).
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Duchovičová, Jana, and Nina Kozárová. "Responsibility and Task Structuring as the Basic Attributes of Learning Styles and Their Relation Towards Consistency and the Quality of Hierarchy of a Learner’s Mind Map." Acta Technologica Dubnicae 6, no. 2 (2016): 29–46. http://dx.doi.org/10.1515/atd-2016-0010.
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Abstract The study focuses on the identification of the relationship between the learning style and mental representation of curriculum content. The research problem identifies the relationship between the learning style factors - responsibility and task structuring and the selected categories of curriculum content representation - consistency and the quality of hierarchy identified through mind mapping. For the purposes of the research, we used the LSI Questionnaire by R. Dunn, K. Dunn and G. E. Price, a mind mapping test and chi-square statistics were used for the evaluation of research findings. The research sample consisted of 115 respondents. By means of analysis, we found out that a learning style in the observed factors of responsibility and task structuring does not influence students’ mental representation of the curriculum content.
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Santano, Theresa. "Effects of Contract Activity Packages on Social Studies Achievement of Gifted Students." Journal of Social Studies Research 23, no. 1 (1999): 3–10. https://doi.org/10.1177/235227981999023001002.
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Although many researchers have examined the learning styles of gifted students, few empirical studies have revealed whether specific instructional strategies are either most preferred, or most effective for, students identified as having exceptional academic ability or talent Therefore, this study investigated the difference(s) in social studies achievement and attitude of gifted fourth-grade students taught through traditional instructional methods versus Contract Activity Packages (CAPs) ( Dunn&Dunn, 1992 , 1993 ). A multivariate analysis of variance, by employing a repeated measures (counterbalanced) design, analyzed the data and revealed significant effects for CAPs versus traditional instruction. The MANOVA did not reveal correlation among specific learning style traits and instructional strategies. Some implications are suggested by the findings.
Dissertations / Theses on the topic "Dunn and Dunn learning style"
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Göthman, Sara. "Lärstilsmodeller : en jämförande litteraturstudie av Dunn och Dunns Learning Style Inventory och Vermunts Inventory of Learning Styles." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-70717.
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Syftet med min studie har varit att belysa två olika lärstilsmodeller Dunn & Dunns Learning Style Inventory (LSI) och Vermunts Inventory of Learning Styles (ILS) för att urskilja deras olikheter. Detta arbete är en forskningskonsumerande uppsats som är baserad på tidigare forskning inom ämnet lärstilar. Vetenskapliga artiklar, översiktsgranskningar, rapporter och böcker har bearbetats och analyserats och kategorier har utformats för att jämföra och analysera lärstilsmodellerna i relation till varandra. I resultatet presenteras båda lärstilsmodellernas karaktäriserande drag vilka är lärstilsförfattarnas definition av termen ”lärstil” samt den specifika lärstilens uppkomst. Sedan behandlas centrala begrepp och kategorier som används inom lärstilen samt lärstilens pedagogiska innebörd. Därefter presenteras mätinstrumentets namn samt själva utformningen av mätinstrumentsformuläret. Efter detta berörs den empiriska evidens som framförts av lärstilsförfattarna samt “extern” evidens av lärstilen om så existerar. Avslutningsvis redogörs de synpunkter som framförts på lärstilen. Studien visar att Dunn & Dunns Learning Style Inventory (LSI) och Vermunts Inventory of Learning Styles (ILS) skiljer sig avsevärt åt. Författaren av denna uppsats förespråkar Vermunts Inventory of Learning Styles (ILS) och läsaren rekommenderas att först efter noga välinformerat övervägande välja den lärstilsmodell som visar på stark evidens och som överensstämmer med pedagogens egen syn på inlärning.
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Hagos, Azieb. "En studie av Dunn & Dunns inlärningsmodell – “Learning Styles”." Thesis, Mälardalen University, Department of Social Sciences, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-296.
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<p>Denna studie hade som syfte att undersöka och analysera hur pedagoger arbetar med inlärningsstilar utifrån Dunn & Dunns modell. Data samlades in genom en kvalitativ undersökning i form av intervjuer med tre pedagoger, samt observationer i klassrumssituationer för att få kunskap om hur olika lärstilar fungerar i praktiken. Undersökningen visade att de observerade eleverna jobbade med alla sina sinnen i större eller mindre omfattning. Informanternas definition av inlärningsstilen var att individanpassa undervisningen, att ge eleverna möjlighet att testa sina multisensoriska sinnen, att undervisa från helheten till detaljerna, samt att skapa stimulans genom informell möblering. Informanterna jobbade i enlighet med sin egen definition av modellen, som däremot skiljde sig i förhållande till Dunn & Dunns teorier, genom att inte diagnostisera eleverna och att använda mindre andel av studiematerial. Inlärningsmodellen är ingen fulländad metod för undervisning, utan snarare ett verktyg att använda utifrån varje elevs individuella sätt att lära, i kombination med annan metodik, för att skapa motivation, självkänsla och arbetsglädje.</p>
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Olsson, Elin. "Learning Styles and Reading." Thesis, University of Gävle, Department of Humanities and Social Sciences, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-6338.
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<p>Learning styles have been the subject of educational discussion since 1967. The Dunn and Dunn model has been world leading ever since. The Dunn and Dunn theory states that each individual learns differently and that school can help the students’ results by adapting the teaching to each student’s learning style and perceptual preference. This study focuses on learning styles and especially its connection to reading. When, where and why a student chooses to read is of importance and can affect the reading outcome. To get insight into how students read, this study looks at what type of setting students choose to read in when they do not read in school. It also examines students’ attitudes. The study also discusses how learning style-based learning can help teachers in their work.</p>
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Söderberg, Peter. "Lärstilar : Om deras betydelse för lärares planering och organisation av matematikundervisningen." Thesis, Linköpings universitet, Matematik och tillämpad matematik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-124413.
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Gymnasieskolor har fått kritik av Skolinspektionen (2010) för avsaknad av individanpassning av matematikundervisningen och det saknas tid för elever till reflektion över olika matematikfenomen och inlärningssätt. Det här Syftet med detta examensarbete är att sammanställa aktuell forskningslitteratur som behandlar elevers individuella inlärningsstilar (här kallad lärstilar) för att öka kunskapen hos lärare och blivande lärare huruvida lärstilar har betydelse för elevers inlärning och lärastilars betydelse för organisation av matematikundervisningen. Följande frågeställningar analyseras utifrån litteraturen: Hur kan olika lärstilar klassificeras? Vilka tester används för att fastställa olika lärstilar? På vilket sätt kan olikhet i lärstilar få konsekvenser för hur lärare bör planera och organisera matematikundervisningen? Mina resultat pekar på att det finns en mängd av konkurreande lärstilsteorier men visar trots det på att det går att hitta gemensamma nämnare för klassificering av de olika teoriernas lärstilar. De tester som har identifierats är LSI (Kolb´s lärstilsteori) och PEPS (Dunn´s lärstilsteori), vilkas validitet kritiseras och kontinuerliga omarbetningar av testerna utförs. Lästilsteorierna baserar sig på att elever lär sig bäst genom undervisning anpassad efter elevernas olika lärstilar, vilket betyder att läraren behöver ta hänsyn till anpassning i form av olika faktorer såsom miljöfaktorer, emotionella faktorer, sociala faktorer osv. En klass består oftast av elever med olika lärstilar och en konsekvens är att läraren behöver använda olika undervisningsmetoder och matematikundervisningen kan i och med det bli mer omväxlande och därigenom öka lusten för matematikstudier. Min studie pekar också på att lärstilsteorierna ger matematiklärare möjlighet att reflektera över individanpassning av matematikundervisningen.
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Engström, Hellman Maja, and Johanna Jonsson. "Att lära sig om sitt lärande : En läromedelsanalys om lärstilar och studieteknik i läromedel för årskurs 4-6." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-434800.
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Syftet med denna studie är att belysa likheter och skillnader i hur läromedel för svenskämnet årskurs 4-6 utformar uppgifter med hänsyn till olika lärstilar och studieteknik. För att göra detta valdes två läromedel ut, läroboken Prima Svenska 6 och det digitala läromedlet Clio. Valet av dessa baserades på ett intresse att jämföra ett analogt läromedel med ett digitalt. Utifrån syftet formulerades sedan tre frågeställningar; Vilka lärstilar förekommer i läromedlens uppgifter och i vilken grad? Hur stor del av uppgifterna innefattar 3–4 lärstilar respektive 1–2 lärstilar? Hur erbjuder läromedlen kunskap om studieteknik? Analysverktyget som används för att besvara frågorna är The Dunn & Dunn Learning Styles Model som är en modell vilken syftar till att identifiera påverkansfaktorer för en individs lärande. Det finns 21 faktorer i modellen som påverkar en individs lärstil, denna studie har avgränsats till att undersöka en av dessa faktorer, de perceptuella preferenserna. Dessa är det visuella, det auditiva, det taktila samt det kinestetiska och avser sinnena. Analysen utgår även från den metakognitiva teorin för att undersöka hur läromedlen bidrar till att utveckla studieteknik då metakognition handlar om att få kontroll över sitt lärande. De teoretiska utgångspunkterna grundar sig i ett sociokulturellt perspektiv på lärande då läromedel och dess instruktioner ses som en stödstruktur och kan därmed få ett liknande utfall som när lärande sker mellan individer. Genomförandet av analysen består av både en kvantitativ och en kvalitativ innehållsanalys av ett jämförbart antal uppgifter i de båda läromedlen. Uppgifterna kategoriseras in efter de olika perceptuella preferenserna och sammanställs för att få fram ett resultat om de olika lärstilarnas representation. Utefter nyckelord ur den metakognitiva teorin tas sedan exempel på studieteknik ut i respektive läromedel för en närmare analys i den kvalitativa delen av studien. Resultatet som presenteras är att majoriteten av uppgifter i båda läromedlen är av visuell karaktär. En skillnad gällande det auditiva visar att Clio har en högre andel auditiva uppgifter än Prima vilket kan förklaras av att många av Clios visuella uppgifter även erbjuds auditivt. Båda läromedlen har en underrepresentation av taktila och kinestetiska uppgifter vilket kan försumma elever som lär sig bäst på de sätten. Prima har en betydligt högre andel uppgifter som representerar 3–4 lärstilar än Clio, vilket kan underlätta i syfte att få uppgifterna att tilltala fler elever. Båda läromedlen har ett separat område som explicit lär ut studieteknik. Dock så synliggjorde den kvalitativa analysen att Clio erbjuder en bättre genomgående struktur av studieteknik än Prima, då reflektion över sitt lärande, strategier som presenteras och förklaras samt möjligheten till olika lösningar ges kontinuerligt. Slutsatsen av detta blev att en underrepresentation av uppgifter som innefattar fler lärstilar möjligen kan kompenseras av en stark genomgående struktur av studieteknik. De sammantagna resultaten visar på skilda strukturer i hur lärstilar och studieteknik kan behandlas i läromedel, och att olika tillvägagångssätt är möjliga. Båda de analyserade läromedlen har fördelar och utvecklingsmöjligheter på de områden som studiens frågeställningar berör.
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Ringdahl, Monika. "Lärstilar : Hur ska vi i skolan lära ut så att eleverna kan lära in ?" Thesis, Karlstad University, Faculty of Arts and Education, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-284.
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<p>Syftet med detta arbete var att ta reda på hur medvetna lärare på lågstadiet är av lärstilar och hur de praktiserar detta i sin undervisning. Jag har intervjuat sju lärare på lågstadiet för att ta reda på detta. Lärarna i min undersökning är relativt medvetna om lärstilar. Denna medvetenhet gör att det undervisar både genom att berätta (auditivt), visa (visuellt) och att de låter eleverna göra saker (kinestetiskt/taktilt) för att förstå. Detta gör att de allra flesta elever kan tillgodogöra sig undervisningen. Trots detta upplevde lärarna att de elever som lär in genom att ”göra” saker ofta kom i kläm i skolan eftersom deras inlärningsstil kräver mer arbete av läraren.</p><br><p>The purpose of this study has been to find out how conscious primary school teachers are of different learning styles and how they use them in practice. I have interviewed seven primary teachers for this study. The teachers were relatively conscious of different learning styles. This consciousness means that the education is both auditive, visual and that they let the pupils learn by doing to understand. This cause that the most pupils can profit from the training. Despite this they witnessed how pupils who “learnt by doing “lost out in the classroom because their needs demanded more effort from teachers.</p>
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Jeppsson, Rebecka. "”Man får uppskattning om man skriver kreativt men inte om man stavar kreativt” : en litteraturstudie om fenomenet dyslexi." Thesis, Stockholm University, Department of Social Work, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-7411.
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<p>The aim of the study was to study the phenomenon of dyslexia on the basis of a literature study. I did a thorough exposition of what dyslexia is and its history and previous research in the area. Further I assumed two questions at issue which were What testimonies are there from the literature of how it is to live with dyslexia? and What learning styles are there for people with dyslexia? I have taken part of testimonies that are to be found about how it is to live with dyslexia according to the people themselves that live with it. In the second question at issue I move on to present a couple of learning styles that are used. The ones I present are Learning through your senses (Neurolinguistic programming), The Dunn and Dunn learning styles model and Support from the computer. The results were analysed on the basis of the Labelling theory. The results showed that a lot of people with dyslexia have similar experiences from how it is to live with dyslexia, among other things they have felt left outside and have met foolishness from their surroundings. The results from the learning styles models shows that especially the first two models takes consideration to the students unique learning style in different ways. A woman tells us about how she conquered her dyslexia.</p>
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Dunn, Noah M. "A Modified Q-Learning Approach for Predicting Mortality in Patients Diagnosed with Sepsis." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1618439089761747.
Full textBooks on the topic "Dunn and Dunn learning style"
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Parris, Sharon R. The history and future of the Dunn and Dunn learning-style model: Assessing an innovative educational strategy. Edwin Mellen Press, 2008.
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Mangino, Christine. A statistical analysis of the Dunn and Dunn learning style with adult populations: What we discovered about how adults learn. Edwin Mellen Press, 2009.
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Mangino, Christine. A statistical analysis of the Dunn and Dunn learning style with adult populations: What we discovered about how adults learn. Edwin Mellen Press, 2009.
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Mbalamula, Yazidu Saidi. Meta-Analytic Validation of the Dunn and Dunn Model of Learning-Style Preference. GRIN Verlag GmbH, 2014.
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Dunn, Rita, and Shirley A. Griggs. Multiculturalism and Learning Style. Greenwood Publishing Group, Inc., 1998. http://dx.doi.org/10.5040/9798216187103.
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This text synthesizes the research on the learning style characteristics of five culturally diverse groups: Native Americans, Hispanic Americans, African Americans, Asian Americans, and European Americans. Although each of these groups has distinguishing features and differs from other groups on some of the 22 elements that constitute learning style, there are broad within-group variations that preclude generalizations. Dunn and Griggs identify a multidimensional model of learning style, describe a comprehensive assessment instrument for identifying an individual's learning style, and provide a variety of educational interventions that accommodate diverse learning style preferences.
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Dunn, Rita, and Shirley A. Griggs. Practical Approaches to Using Learning Styles in Higher Education. Greenwood Publishing Group, Inc., 2000. http://dx.doi.org/10.5040/9798400699962.
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Dunn and Griggs challenge the traditional instructional process of lecture/discussion in college classroom and describe the theory, practice, and research that support a wider variety of approaches to better accommodate the learning-style preferences of each student. Twenty-five practitioners from varied backgrounds and disciplines, representing 14 colleges and universities, outline alternative strategies they use with diverse students in their institutions of higher education. Some of these practitioners have been using learning-style for decades. Others have conducted research to test the various tenets of the Dunn and Dunn Learning- Style Model, and a few, only for the past five years, have begun providing instructional strategies that are congruent with their students' preferences. A road map is provided for college faculty to assist them in moving toward accommodating students' learning-style strengths by comparing the major theories of learning styles that range from uni- to multi-dimensional in scope. Strategies include: identifying and administering valid and reliable instruments for assessing college students' learning styles, interpreting assessment results so that each student becomes aware of his/her own strengths and is provided a computer-generated prescription for improving their study skills and successfully completing assignments, designing instruction to respond to both global and analytic students' processing styles, developing course content and materials to accommodate the learning-style preferences of college students, and evaluating the impact of learning-styles-based instruction.
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Dunn, Rita, and Thomas C. DeBello. Improved Test Scores, Attitudes, and Behaviors in America's Schools. Praeger, 1999. http://dx.doi.org/10.5040/9798400669095.
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Education is a profession in which billions of federal dollars have been spent to reduce academic underachievement—particularly for minority children from poverty homes. Few funded programs have reduced failure on standardized achievement tests. Despite either repetition or innovation, most children who fail do not perform substantially better the next time around. On the other hand, practitioners who have used the Dunn and Dunn learning-styles approaches have reported statistically higher standardized achievement test scores among average, poorly achieving, and special education students. This book is based on the practical, diverse experiences of more than thirty different supervisors throughout the United States. Representing a variety of urban and suburban locations with diverse student populations, each supervisor was able to obtain significantly higher standardized achievement test scores for his or her student populations.
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Alexis, Nichols. Notebook Dunn Mug Style Girl Boss Women Mom: 6x9 Lined Grid Navi Blue Cover, Funny Boss and Coworker Gifts Journal, Funny Office Gag Gifts for Men and Women. Independently Published, 2020.
Find full textBook chapters on the topic "Dunn and Dunn learning style"
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"Dunn & Dunn Learning Styles." In Handbook of Individual Differences, Learning, and Instruction. Routledge, 2012. http://dx.doi.org/10.4324/9780203052860-26.
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"Chapter 12. Research on the Dunn and Dunn Learning-Styles Model: How Do We Know It Works?" In Differentiating Instruction for at-Risk Students. Rowman & Littlefield Publishers, 2009. https://doi.org/10.5771/9781578869848-139.
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Keller-Bell, Yolanda D. "Disproportionate Representation in Special Education and the Intersectionality of Race, Ethnicity, and Socioeconomic Status." In Critical Perspectives on Social Justice in Speech-Language Pathology. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7134-7.ch001.
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Over 50 years ago, Dunn expressed concern that many children placed in special education classes were more likely children with mild learning problems from socially culturally diverse backgrounds rather than intellectually disabled. Further, Dunn described the then practices and policies as “morally and educationally wrong.” From this viewpoint, the chapter will use a multifactorial perspective to examine issues regarding disproportionate representation in special education, including communication sciences. Further, the chapter will discuss how these factors intersect with demographic variables such as the race, ethnicity, class, and home language of children with disabilities.
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Palazzolo, Alyssa N., and Dana L. Pizzo. "Elementary Service-Learning Project Example." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2430-5.ch008.
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Every year, the L.E.A.D. program requires teacher candidates to plan and implement a Service Learning Project that meets a need in his or her placement school. The progression of the projects has been outlined in Chapter X. This chapter includes an example of a Service Learning Project implemented at a local elementary school by two L.E.A.D. teacher candidates: Kaitlynn Dunn and Katie Polkosnik. The idea to combine mathematics and mindfulness came from their own observations of the school, conversations with staff and administration, and a review of the school's EQAO scores, school improvement plan, and school climate survey.
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Palazzolo, Alyssa N., and Dana L. Pizzo. "Elementary Service-Learning Project Example." In Research Anthology on Service Learning and Community Engagement Teaching Practices. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3877-0.ch055.
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Every year, the L.E.A.D. program requires teacher candidates to plan and implement a Service Learning Project that meets a need in his or her placement school. The progression of the projects has been outlined in Chapter X. This chapter includes an example of a Service Learning Project implemented at a local elementary school by two L.E.A.D. teacher candidates: Kaitlynn Dunn and Katie Polkosnik. The idea to combine mathematics and mindfulness came from their own observations of the school, conversations with staff and administration, and a review of the school's EQAO scores, school improvement plan, and school climate survey.
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Benthem, Johan van. "The Landscape of Deduction." In Substructural Logics. Oxford University PressOxford, 1993. http://dx.doi.org/10.1093/oso/9780198537779.003.0014.
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Abstract Recent logical research is showing an increasing sensitivity to the existence of what may be called different ‘styles of deduction’, organized in logical proof calculi that may vary even in the basic structural rules governing their general handling of premises and conclusions. Standard structural rules, such as Monotonicity, Contraction, Cut or Permutation, may be either lost completely in the process, or be modified to subtler variants (such as ‘leftward’ or ‘cautious’ forms of Monotonicity). Any system of structural rules may be seen as characteristic of a certain deductive style: ‘classical’, ‘relevant’, ‘dynamic’, or ‘categorial’. In general, these styles will be more sensitive to the syntactic presentation of premises, whose ordering and multiplicity become crucial: most inference is ‘occurrence-oriented’. Starting from different motivations, students of categorial logic, relevance logic and linear logic have been exploring this space of possibilities, using various formats, including Hilbert-style axiomatic systems and Gentzen-style calculi of sequents (cf. [Lambek 1958], [Dunn 1985], [Girard 1987], [van Benthem 1991]). In particular, the latter format seems to be gaining the upper hand these days as a natural form of organization, bringing out what are perceived to be the major options in choosing one inferential style or another. There are also other research lines, however, which tend in the same direction, such as the current work on varieties of inference in artificial intelligence and their logical properties (cf. [Makinson 1991]), which has brought in ‘preferential’ or ‘default’ styles of heuristic reasoning, again with a spectrum of different structural rules.
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Vat, Kam Hou. "Designing OMIS-Based Collaboration for Learning Organizations." In Encyclopedia of Information Science and Technology, First Edition. IGI Global, 2005. http://dx.doi.org/10.4018/978-1-59140-553-5.ch144.
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Today, the view that knowledge is a valuable organizational resource has become widely recognized and accepted in the business community. This is largely due to the emergence of the knowledge-based economy (OECD, 1996), characterized by a highly competitive and turbulent business environment. One consequence is the increase in organizations’ efforts to deliberately manage knowledge. Organizations are realizing that their competitive edge is mostly the intellectual capital (brainpower) (Stewart, 1997) of their employees, and they are particularly interested in harnessing their human resources in order to stay ahead of the pack, through their soaring attention on specific aspects of knowledge management (De Hoog, van Heijst, van der Spek et al., 1999), which deals with the conceptualization, review, consolidation, and action phrases of creating, securing, combining, coordinating, and retrieving knowledge. Undeniably, with Web-based and intranet technologies (Dunn & Varano, 1999), the connectivity and possible sharing of organizational knowledge (bits and pieces of individual know-how scattered throughout the organization) are greatly enabled to cultivate the knowledge culture of the organization. In a knowledge-creating organization (Nonaka & Takeuchi, 1995), employees are expected to continually improvise and invent new methods to deal with unexpected difficulties, and to solve immediate problems and share these innovations with other employees through some effective communication channels or knowledge-transfer mechanisms. In fact, complete organizational knowledge is created only when individuals keep modifying their knowledge through interactions with other organizational members. The challenge that organizations now face is how to devise suitable information system (IS) support (Vat, 2000, 2002a, 2002b) to turn the scattered, diverse knowledge of their people into well-documented knowledge assets ready for deposit and reuse to benefit the whole organization. This article presents some learning organization perspectives of employee-based collaboration through the design of a specific IS support called the organizational memory information system—hence, the term OMIS.
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Chen, Anthony J. W., and Fred Loya. "Technological Innovations to Enhance Neurocognitive Rehabilitation." In The Role of Technology in Clinical Neuropsychology. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190234737.003.0019.
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In an instant, a brain injury can cause changes that affect a person for a lifetime. Although traumatic brain injury (TBI) can result in almost any neurological deficit, the most common and persistent deficits tend to affect neurocognitive functioning. Functional issues may produce a tremendous chronic burden on individuals, families, and healthcare systems (Thurman, Alverson, Dunn, Guerrero, & Sniezek, 1999; Yu et al., 2003). The far-reaching impact of these seemingly “invisible” deficits is often not recognized. Individuals who have suffered a TBI may also be at increased risk for developing cognitive changes later in life (Mauri et al., 2006; Schwartz, 2009; Van Den Heuvel, Thornton, & Vink, 2007). Military veterans report even higher rates of persistent issues, especially in the context of posttraumatic stress (PTS) (Polusny et al., 2011). Despite their importance, chronic neurocognitive dysfunctions are often poorly addressed. A long-term view on care-oriented research and development is needed (Chen & D’Esposito, 2010). Even as we get deeper into the 21st century, there continue to be many gaps in the rehabilitation of neurocognitive functioning after brain injury. There is a need for increased effort to advance rehabilitation care and delivery. There are two major gaps in care that could benefit from neuroscience research and technology-assisted intervention development. First, there remains a major need for theory-driven approaches to cognitive training, accompanied by the development of innovative tools to support learning of useful skills and their generalization to help achieve real-life goals. Second, major gaps in the delivery and coordination of rehabilitation must be addressed in order to provide care to the many people with brain injury who lack access to services due to barriers imposed by distance, financial constraints, and disability. This chapter introduces and illustrates some technology-assisted innovations that may help to advance neurocognitive rehabilitation care. Examples of using technology to reach into the community via tele-rehabilitation, as well as examples of reaching students in a manner aligned with their scholastic goals, are discussed.
Conference papers on the topic "Dunn and Dunn learning style"
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Gupta, Tanvi, and Supriya P. Panda. "Clustering Validation of CLARA and K-Means Using Silhouette & DUNN Measures on Iris Dataset." In 2019 International Conference on Machine Learning, Big Data, Cloud and Parallel Computing (COMITCon). IEEE, 2019. http://dx.doi.org/10.1109/comitcon.2019.8862199.
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Liepiņa, Kristīne, and Lūcija Rutka. "Support for teachers to reduce early school leaving." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.39.
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The early school leaving is an important topic in many countries. High early school leaving rates have many costs to individuals and society as a whole (Andrei et al., 2011). State Education Quality Service in Latvia implements European Social Fund Project No. 8.3.4.0/16/I/001 “Support for reducing early school leaving” to reduce the number of children and young people leaving school. The project promotes the creation of a sustainable cooperation system between the municipality, school, educators and parents to identify children and young people at risk of early school leaving and provide them with personalized support. Teacher has great influence on students’ educational decisions (Dunn et al., 2004). The way teachers see themselves as professionals and how they compose their identities in schools is important factor in preventing early school leaving. In order for the teachers to feel confident in their contribution and possible positive solution to the problem, they must have knowledge of the problem and effective solutions. According to the Project teachers are given the opportunity to professionally develop and strengthen their skills for working with young people. The aim of the study is to study the role of a teacher in reducing early school leaving and to reveal the necessary forms of support for the performance of pedagogical activity. Data for this study came from a survey and focus group discussion. 815 teachers participated in the study. Analysis of the data reveals that there are several dimensions in the role of the teacher in reducing early school leaving: creating a favorable and safe learning environment, promoting cooperation with parents and colleagues, improving one’s pedagogical competence, helping students to identify and solve learning and interpersonal problems, and revealing their mental and physical potential. The research results show main areas of professional development of teachers: sharing experience with colleagues and learning from each other, learning student’s individuality at a greater extent, diversification of teaching methods, promoting personal development.
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Khan, Muhammad, Gabrijel Grubac, Jason Christian, Swathika Jayakumar, and Claudio Ramos. "A Multi Well Case Study of Near Wellbore Fracture System Characterization Through Controlled Acoustic Pulsing and Tracer Diagnostics to Output Fracture Geometry, Optimize the Completion Approach and Understand Well to Well Communication." In SPE Annual Technical Conference and Exhibition. SPE, 2022. http://dx.doi.org/10.2118/210190-ms.
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Abstract A Bakken operator utilized real-time acoustic-based measurements of the fracture system to develop a better understanding of the near-wellbore regime and consequently optimize the completion design. The scope of this paper entails a seven-well project completed in the Middle Bakken. The paper discusses diverter application across the laterals, and the measured effect on the fracture system impedance across different types and volumes of diverter. Post-stimulation diagnostics (radioactive tracers and chemical tracers) along with production data are incorporated into the analysis for an enhanced understanding of the stimulation effectiveness. The workflow for continuous monitoring starts with establishing baseline measurements on the initial stimulation stages. A comprehensive understanding of the fracture system is given on a per stage basis quantifying near-wellbore connectivity and measuring fracture dimensions. Once a satisfactory baseline has been established, the process of adjusting the completion design can be initiated, if and as necessary. The progressive learnings are applied to maintain near-wellbore stimulation uniformity, enhance diverter effectiveness and ultimately positively impact well production. The project encompassed seven wells in Dunn Co, ND in the Middle Bakken formation. The south side of the pad had 3 wells landed in a depleted area due to offset producing wells whereas the north side had 4 wells landed in adjacency to one producing well. The results showed a relationship between depletion and the measured near-wellbore connectivity values. Operator elected to use far-field diverting material to restrict fracture propagation and, if possible, avoid negative pressure driven interactions with the offset producing wells. After exceeding a certain threshold of the far-field diverter, near-wellbore connectivity was restored, observed also through a reduction in the offset pressure activity of the production wells. This real-time workflow allowed the operator to accelerate the learning curve while optimizing the diverter strategy. The post-stimulation radioactive and chemical tracer data were coupled with the acoustic-based near-wellbore connectivity measurements to help better understand overall stimulation effectiveness and plausible future improvements to stimulation design. The continuous monitoring workflow presented in this paper provided a scalable, cost-efficient approach to monitor in real-time stimulation effectiveness and help mitigate cases of under-stimulation when such are identified. In this case study, the ability to evaluate diverter application and understand the effect of rate/proppant intensity per perforation on establishing sufficient near-field connectivity provide significant potential for the real-time optimization of completion and production operations.