An Investigation of the Preferential Learning Strategies, Modality Preferences, and Academic Performance among Eighth-Grade Students

This study investigated differences among students\u27 preferential learning styles and their academic achievement. The hypothesis was tested for the total sample population and the subgroups of: gender and ethnicity (Anglo, Hispanic, Asian). Two self-reporting assessment instruments were administered to 200 eighth graders to determine learning style and modality preferences: abstract-sequential (AS); concrete-sequential (CS); abstract-random (AR); concrete-random (CR); auditory (A); visual (V); kinesthetic-tactual (KT). Using GPA categories, the sample population was selected through by stratified-random and systematic sampling. Gifted, special education and ESL students were excluded. Academic performance was measured by GPA and CTBS standardized scores. One way ANOVA with Tukey-Kramer, two-tailed test at.05 was used to determine statistical significance. Significant academic variances were found among students\u27 preferential learning styles and modality groups within the total population and within specific subgroups. Significant variances were observed between the highest achievers (left-brain dominant, AS/A learners) and the lowest achievers (right-brain dominant, CR/KT learners). The men score achievement pattern ranged from highest to lowest: learning styles (AS, AR, CS, CR); modalities (A, V, KT). Students preferring abstract learning strategies demonstrated higher achievement levels than those who preferring concrete. Among subgroups, the highest scores were earned by: Asians, Anglos, and AS/A females, respectively. The lowest scores were demonstrated by: Anglo males and CR/KT Hispanic. Females preferred left-brain dominant/sequential learning styles (AS, CS) while the males preferred right-brain dominant/random styles CR, AR). Females preferred abstract learning styles (AS, AR) to concrete ones. Males preferred concrete styles (CR, CS) to abstract ones. Females preferred auditory modality while males preferred visual. This research confirms that there are significant variances in academic achievement among students with differing learning style and instructional modality preferences. The concern raised is whether or not some students are advantaged or disadvantaged in the learning environment by congruency or incongruency of teaching/learning styles. Additional research is needed in order to determine to what degree matching teaching/learning styles may improve academic achievement among learners now identified at risk

Therapist insights in working with stress in people with autism spectrum disorder

New York, US

'No going back' to institutional care for people with severe disability: Reflections on practice through an interpretive study

Purpose. This paper evaluated quality of life for people with a disability with high health and high support needs following a move from a congregate care institution to community housing. The study explored residents' perceptions of the service, level of community involvement, lifestyle choices, and input into decision-making. Method. An exploratory interpretative study was conducted using semi structured interviews with nine community house residents, ten community house staff and five family members. Results. Participants were clear they definitely would not go back to the institution, but the relocation experience was not without difficulties. These issues related to 'site', 'staff' and 'skills'. Conclusions. Direct support staff hold considerable power to increase or diminish residents' quality of life. A targeted programme addressing specific site, staff and skill issues would strengthen quality of life for these very dependent residents

Control of steroid, heme, and carcinogen metabolism by nuclear pregnane X receptor and constitutive androstane receptor

Through a multiplex promoter spanning 218 kb, the phase II UDP-glucuronosyltransferase 1A (UGT1) gene encodes at least eight differently regulated mRNAs whose protein products function as the principal means to eliminate a vast array of steroids, heme metabolites, environmental toxins, and drugs. The orphan nuclear receptors pregnane X receptor (PXR) and constitutive androstane receptor (CAR) were originally identified as sensors able to respond to numerous environmentally derived foreign compounds (xenobiotics) to promote detoxification by phase I cytochrome P450 genes. In this report, we show that both receptors can induce specific UGT1A isoforms including those involved in estrogen, thyroxin, bilirubin, and carcinogen metabolism. Transgenic mice expressing a constitutively active form of human PXR show markedly increased UGT activity toward steroid, heme, and carcinogens, enhanced bilirubin clearance, as well as massively increased steroid clearance. The ability of PXR and constitutive androstane receptor and their ligands to transduce both the phase I and phase II adaptive hepatic response defines a unique transcriptional interface that bridges the ingestion and metabolism of environmental compounds to body physiology