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Marching to Different Drummers, 2nd edition, by Pat B Guild, Stephen Garger
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Initially published in 1985, Marching to Different Drummers was one of the first sources to pull together information on what was a newly flourishing topic in education. Now, more than a decade later, this revised and expanded edition takes a fresh look at the subject. Among the new chapters are a discussion of the importance of knowledge about students' culture, learning styles in light of recent discoveries about the functioning of the brain, and how learning styles relate to Howard Gardner's theory of multiple intelligences.
Part I defines style and looks at the history of style research. Part II describes applications of style in seven areas, illustrated through the research models of Carl Jung, Herman A. Witkin, Walter Barbe and Raymond Swassing, Rita Dunn and Kenneth Dunn, Anthony Gregorc, Bernice McCarthy, and Howard Gardner. Part III identifies common questions and discusses implementation and staff development. A comprehensive annotated bibliography sets the stage for further study.
Authors Pat Burke Guild and Stephen Garger have spent nearly 25 years studying styles, applying its research, teaching about styles, and listening to students and educators talk about styles. Their extensive experience in teacher education over the past decade grounds the theory in the second edition of Marching to Different Drummers with a practicality that all educators will value.
- Sales Rank: #1589976 in Books
- Published on: 1998-11-25
- Original language: English
- Number of items: 1
- Dimensions: 8.70" h x .50" w x 5.90" l, .60 pounds
- Binding: Paperback
- 193 pages
Most helpful customer reviews
7 of 7 people found the following review helpful.
Common Sense about Learning Styles
By L. Adalist
Marching To Different Drummers gives teachers, administrators and parents comprehensive information about different ways people learn. The book builds a strong case for the importance and practicality of accommodating diverse learning and teaching styles in schools. It discusses culture and brain functioning theories and relates them directly to learning success.
Applications in seven different areas, including instructional methods and assessment are illustrated by various learning style models. This approach allows the reader to learn both about diverse applications and the variety of research in the area. The book also includes several chapters on practical applications of learning style theory.
Written in an engaging style, this book handles a complex topic sensitively and pragmatically.
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