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A cross-cultural comparative analysi...

Jalali, Fatemeh Afsaneh.

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A cross-cultural comparative analysis of the learning styles and field dependence/independence characteristics of selected fourth-, fifth-, and sixth-grade students of Afro, Chinese, Greek, and Mexican heritage.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A cross-cultural comparative analysis of the learning styles and field dependence/independence characteristics of selected fourth-, fifth-, and sixth-grade students of Afro, Chinese, Greek, and Mexican heritage./
作者:	Jalali, Fatemeh Afsaneh.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1988,
面頁冊數:	227 p.
附註:	Source: Dissertation Abstracts International, Volume: 50-02, Section: A, page: 3440.
Contained By:	Dissertation Abstracts International50-02A.
標題:	Curriculum development. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8902837

A cross-cultural comparative analysis of the learning styles and field dependence/independence characteristics of selected fourth-, fifth-, and sixth-grade students of Afro, Chinese, Greek, and Mexican heritage.
Jalali, Fatemeh Afsaneh.

A cross-cultural comparative analysis of the learning styles and field dependence/independence characteristics of selected fourth-, fifth-, and sixth-grade students of Afro, Chinese, Greek, and Mexican heritage. - Ann Arbor : ProQuest Dissertations & Theses, 1988 - 227 p.

Source: Dissertation Abstracts International, Volume: 50-02, Section: A, page: 3440.

Thesis (Ed.D.)--St. John's University (New York), 1988.

This investigation examined the learning style and Field-Dependent/Independent cognitive characteristics of Afro-, Chinese-, Greek-, and Mexican-American fourth-, fifth-, and sixth-grade students and the relationship(s) between the two constructs. The Learning Style Inventory (LSI) (Dunn, Dunn, & Price, 1985) and the Group Embedded Figures Test (GEFT) (Oltman, Raskin, & Witkin, 1971) were administered to 300 randomly selected Afro-, Chinese-, Greek-, and Mexican-American fourth, fifth, and sixth graders attending selected urban, suburban, and rural New York and Texas elementary and junior high, public and parochial schools.Subjects--Topical Terms:

684418
Curriculum development.

A cross-cultural comparative analysis of the learning styles and field dependence/independence characteristics of selected fourth-, fifth-, and sixth-grade students of Afro, Chinese, Greek, and Mexican heritage.
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100 1 $a Jalali, Fatemeh Afsaneh. $3 3341651
245 1 2 $a A cross-cultural comparative analysis of the learning styles and field dependence/independence characteristics of selected fourth-, fifth-, and sixth-grade students of Afro, Chinese, Greek, and Mexican heritage.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1988
300 $a 227 p.
500 $a Source: Dissertation Abstracts International, Volume: 50-02, Section: A, page: 3440.
502 $a Thesis (Ed.D.)--St. John's University (New York), 1988.
520 $a This investigation examined the learning style and Field-Dependent/Independent cognitive characteristics of Afro-, Chinese-, Greek-, and Mexican-American fourth-, fifth-, and sixth-grade students and the relationship(s) between the two constructs. The Learning Style Inventory (LSI) (Dunn, Dunn, & Price, 1985) and the Group Embedded Figures Test (GEFT) (Oltman, Raskin, & Witkin, 1971) were administered to 300 randomly selected Afro-, Chinese-, Greek-, and Mexican-American fourth, fifth, and sixth graders attending selected urban, suburban, and rural New York and Texas elementary and junior high, public and parochial schools.
520 $a This study utilized a series of both One-Way and Two-Way Analyses of Variance (ANOVAS), followed by post-hoc Tukey's HSD comparison tests. Furthermore, the statistical data were subjected to Discriminant Analyses and Pearson Product-Moment correlation coefficients.
520 $a The statistical results revealed that, of twenty-two elements, ten F ratios were significantly different among four ethnic groups in grade four, and sixteen ratios were significantly different in grades five and six.
520 $a Significant differences emerged between and among the mean Group Embedded Figures Test scores of Afro-, Chinese-, Greek-, and Mexican-American students in grades four, five and six. Further, there were statistically significant correlations at the 0.5 level between the elements of Responsibility, Learning Alone/Peer Oriented, Evening/Morning, Parent Figure Motivated, Self-Motivated, and Learning in Several Ways and the Group Embedded Figures Test scores.
590 $a School code: 0192.
650 4 $a Curriculum development. $3 684418
650 4 $a Educational sociology. $3 519608
650 4 $a Ethnic studies. $2 bicssc $3 1556779
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793 $a English
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