Promotional Information

Effective classroom teachers strive to expand the number of ways students can become learners. This book provides the philosophy, theory, and practice to support cognitive style utilization for this purpose.

Table of Contents

Acknowledgments
Introduction
Philosophical Foundations: Concepts of Self Among Black Scholars
Theoretical Foundations
Field Dependent and Field Independent Cognitive Style
Cognitive Style of Reflectivity Impulsivity
Cognitive Styles of Conceptualization
The Myers-Briggs Inventory
Cognitive Style of Leveling-Sharpening
Conclusion
Selected Bibliography
Index

About the Author

HARRY MORGAN is Professor of Early Childhood Education at The State University of West Georgia in Carrollton. He is the author of Historical Perspectives on the Education of Black Children (Praeger, 1995).

Reviews

"Harry Morgan has done the entire teaching enterprise a service in bringing clarity to the findings of cognitive science regarding learning styles -- and he writes in a manner practitioners as well as researchers will find engaging. In presenting the argument, supported by research, that individuals have different patterns of processing information, Morgan deftly avoids two pitfalls common in the old field-dependent/field-independent distinction: he refuses to pre-judge which cognitive styles are best or to ascribe a one-way cause and effect."-Sheila Tobias author