learning-styles

LSRC reference
References
page 150/151
Dunn R (1990a).
Bias over substance: a critical analysis of Kavale
and Forness’ report on modality-based instruction.
Exceptional Children, 56(4), 352–356.
Dunn R (1990b).
Rita Dunn answers questions on learning styles.
Educational Leadership, 48(2), 15–19.
Dunn R (1990c).
Understanding the Dunn and Dunn learning styles
model and the need for individual diagnosis and
prescription. Reading, Writing and Learning Disabilities,
6, 223–247.
Dunn R (2001a).
Learning style: state of the science.
Theory into Practice, 13(1), 10–19.
Dunn R (2001b).
Learning style differences of nonconforming
middle-school students. NASSP Bulletin,
85(626), 68–75.
Dunn R (2003a).
Response to the [LSRC] project team on the Dunn and
Dunn learning style model. Personal communication.
Dunn R (2003b).
The Dunn and Dunn learning style model and its
theoretical cornerstone. In R Dunn and S Griggs (eds)
Synthesis of the Dunn and Dunn learning styles model
research: who, what, when, where and so what – the
Dunn and Dunn learning styles model and its theoretical
cornerstone, 1–6. New York: St John’s University.
Dunn R (2003c).
The Dunn and Dunn learning style model: theoretical
cornerstone, research and practical applications.
In S Armstrong, M Graff, C Lashley, E Peterson,
S Raynor, E Sadler-Smith, M Schiering and D Spicer
(eds) Bridging theory and practice. Proceedings
of the Eighth Annual European Learning Styles
Information Network Conference, University of Hull.
Hull: University of Hull.
Dunn R (2003d).
Epilogue: so what? In R Dunn and S Griggs (eds)
Synthesis of the Dunn and Dunn learning styles
model research: who, what, when, where and
so what – the Dunn and Dunn learning styles model
and its theoretical cornerstone, 269–270.
New York: St John’s University.
Dunn R (2003e).
Practical applications of the research. In R Dunn and
S Griggs (eds) Synthesis of the Dunn and Dunn
learning styles model research: who, what, when,
where and so what – the Dunn and Dunn learning
styles model and its theoretical cornerstone, 7–10.
New York: St John’s University.
Dunn R (2003f).
The Dunn and Dunn learning style model: theoretical
cornerstone, research and practical applications.
Keynote speech to the Eighth Annual European
Learning Styles Information Network Conference,
University of Hull, 30 June–2 July.
Dunn R and Dunn K (1992).
Teaching secondary students through their individual
learning styles. Needham Heights, MA: Allyn and Bacon.
Dunn R, Dunn K, Primavera L, Sinatra R and Virostko J
(1987).
A timely solution: a review of research on the effects of
chronobiology on children’s achievement and behaviour.
The Clearing House, 61(1), 5–8.
Dunn R and Griggs SA (1988).
Learning styles: a quiet revolution in American
secondary schools. Reston, VA: National Association
of Secondary School Principals.
Dunn R and Griggs SA (1990).
Research on the learning style characteristics
of selected racial and ethnic groups. Journal of Reading,
Writing, and Learning Disabilities, 6(3), 261–280.
Dunn R and Griggs S (2003).
Synthesis of the Dunn and Dunn learning styles model
research: who, what, when, where and so what – the
Dunn and Dunn learning styles model and its theoretical
cornerstone. New York: St John’s University.
Dunn R, Griggs SA, Gorman BS, Olson J and Beasley M
(1995).
A meta-analytic validation of the Dunn and Dunn model
of learning-style preferences. The Journal of Educational
Research, 88(6), 353–363.
Dunn R, Klavas A and Ingram J (1990).
Homework disc. New York: St John’s University.
Dunn R, Shea TC, Evans W, MacMurren H (1991).
Learning style and equal protection: the next frontier.
The Clearing House, 65, 93–96.
Dunn R, Sklar RI, Beaudry J and Bruno J (1990).
Effects of matching and mismatching
minority developmental college students’
hemispheric preferences on mathematics scores.
Journal of Educational Research and Extension,
83(5), 283–288.
Dunn R and Stevenson JM (1997).
Teaching diverse college students to study with
a learning-styles prescription. College Student Journal,
31, 333–339.
Edwards JA, Lanning K and Hooker K (2002).
The MBTI and social information processing:
an incremental validity study. Journal of Personality
Assessment, 78(3), 432–450.
Edwards T (2002).
A remarkable sociological imagination. British Journal
of Sociology of Education, 23(4), 527–535.
Eggen PD and Kauchak DP (2001).
Strategies for teachers: teaching content and
thinking skills. Boston: Allyn and Bacon.