Literaturnachweis - Detailanzeige
Autor/inn/en | McCarty, T. L.; und weitere |
---|---|
Titel | Classroom Inquiry and Navajo Learning Styles: A Call for Reassessment. |
Quelle | In: Anthropology and Education Quarterly, 22 (1991) 1, S.42-59Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0161-7761 |
Schlagwörter | Bilingual Education; Cognitive Style; Curriculum Development; Curriculum Evaluation; Elementary Education; Experimental Curriculum; Inquiry; Junior High Schools; Material Development |
Abstract | 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) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |