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首页> 外文学位 >An historical analysis of the development of, and contribution to, professional practices of the Dunn and Dunn Learning-Style Model as perceived by practitioners, researchers, and the literature.
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An historical analysis of the development of, and contribution to, professional practices of the Dunn and Dunn Learning-Style Model as perceived by practitioners, researchers, and the literature.

机译：从业人员，研究人员和文学作品对Dunn和Dunn学习风格模型的专业实践的发展及其贡献的历史分析。

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摘要

This study was designed to chart the historical development of the Dunn and Dunn Learning-Style Model over the almost 40-year span from its conceptualization in 1966 to current practice. Qualitative and quantitative methods were employed to record the model's implementation and impact as reported by practitioners and researchers in education and related domains. In approximately 800 studies conducted by researchers at more than 120 institutions of higher education with the Dunn and Dunn Learning-Style Model, authors suggested that students whose learning styles were identified, and then accommodated with educational interventions compatible with their preferences, could be expected to achieve impressive increases in academic performance when contrasted with traditional teaching. Therefore, if the model enjoys such measurable success, why has it not had the appropriate level of acceptance as educational policy and practice?; Using an historical descriptive design, the effectiveness of this instructional construct, its evolution, and the advocacy of the visionary educational theorists after whom it is named, were the foci of this researcher. Six research questions created the basis for data collection, the answers to which were obtained through a survey, a questionnaire, and an interview process conducted with adults cognizant of the model and its implementation. The responses then were corroborated by an extensive review of the writing on or about, and a synthesis of the growing-base of information concerning, the impact of the Dunn and Dunn Learning-Style Model on educational theory and practice.; The testimony and data in the historical analysis which have been documented through surveys, interviews, and the literature support the impact of the Dunn and Dunn Learning-Style Model as one of the most influential and innovative educational forces of the past four decades. This researcher contributed to the volumes of research on the Model by synthesizing its developmental and transformational stages, by tracing its historical evolution, and through providing a focus on the diverse conceptual theoretical frameworks of its foundation. Establishing a context for the research-based Dunn and Dunn Learning-Style Model has enhanced the impact of the Dunns and their instructional innovative approaches as leaders in 21st century educational reform, nationally and internationally.
机译：这项研究旨在绘制Dunn和Dunn学习风格模型从1966年概念化到当前实践近40年的历史发展。如教育和相关领域的从业人员和研究人员所报道的那样，采用定性和定量方法记录该模型的实施和影响。研究人员在120多家高等教育机构的研究人员中使用Dunn和Dunn学习风格模型进行了大约800项研究，他们认为，应该确定那些学习风格已经确定，然后接受与其偏好相适应的教育干预措施的学生。与传统教学相比，学业成绩显着提高。因此，如果这种模式取得了可衡量的成功，那么为什么它没有适当的接受程度作为教育政策和实践呢？使用历史描述性设计，这种教学结构的有效性，它的演变以及有远见的教育理论家的倡导（以其命名）是该研究人员的重点。六个研究问题为数据收集奠定了基础，这些问题的答案是通过调查，问卷调查以及与该模型及其实现的成年人一起进行的访谈过程而获得的。然后，对Dunn和Dunn学习风格模型对教育理论和实践的影响进行了广泛的评论，并综合了有关信息的增长基础，从而证实了这些回答。历史调查中的证词和数据已通过调查，访谈和文献记录，这证明了邓恩和邓恩学习型模式作为过去四十年中最具影响力和创新性的教育力量之一的影响。这位研究人员通过综合模型的发展和转型阶段，追溯其历史演变以及着重于模型基础的各种概念性理论框架，为该模型的研究做出了贡献。建立基于研究的Dunn和Dunn学习风格模型的环境，增强了Dunns及其作为21世纪教育改革的领导者在国内和国际上的教学创新方法的影响。

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  • 作者

    Parris, Sharon R.;

  • 作者单位

    St. John's University (New York), School of Education and Human Services.;

  • 授予单位 St. John's University (New York), School of Education and Human Services.;
  • 学科 Education Curriculum and Instruction.; Education History of.; Education Teacher Training.; Education Higher.
  • 学位 Ed.D.
  • 年度 2004
  • 页码 381 p.
  • 总页数 381
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育;教育;教师;高等教育;
  • 关键词

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