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Roeper Review Volume 14, 1992 - Issue 3
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Diverse populations and disadvantaged gifted

A comparative study of the learning style preferences among gifted African‐American, Mexican‐American, and American‐born Chinese middle grade students

Norma J. Ewing Chairperson, Department of Special Education, Southern Illinois University‐Carbondale, Carbondale
&
Fung Lan Yong Post doctoral studies in gifted and talent education, Department of Special Education, Southern Illinois University‐Carbondale, Carbondale
Pages 120-123 | Published online: 20 Jan 2010

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Ayşin Kaplan Sayı & Nihal Yurtseven. (2022) How do gifted students learn? Their learning styles and dispositions towards learning. Education 3-13 50:8, pages 1031-1045.
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Lannie Kanevsky, C. Owen Lo & Vicky Marghelis. (2022) Individual or collaborative projects? Considerations influencing the preferences of students with high reasoning ability and others their age. High Ability Studies 33:1, pages 87-119.
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Lisa R. French, Cheryl L. Walker & Bruce M. Shore. (2011) Do Gifted Students Really Prefer to Work Alone?. Roeper Review 33:3, pages 145-159.
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Laura Martin & TimothyP. Mottet. (2011) The Effect of Instructor Nonverbal Immediacy Behaviors and Feedback Sensitivity on Hispanic Students' Affective Learning Outcomes in Ninth-Grade Writing Conferences. Communication Education 60:1, pages 1-19.
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Sarita Davis. (2003) Statistics Anxiety Among Female African American Graduate-Level Social Work Students. Journal of Teaching in Social Work 23:3-4, pages 143-158.
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Eunsook Hong & Kit-hung Lee. (2003) Parental Awareness of Their Children's Homework Motivation and Preference and Its Relationship to Achievement. International Journal of Adolescence and Youth 11:3, pages 231-249.
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Daqi Li, Renmin Ye, Yuan Zhu & Donna L. Fleming. (2000) A Comparison of the Learning Styles of Gifted American Students and Gifted Chinese Students. Gifted and Talented International 15:1, pages 19-29.
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DeborahE. Burns, ScottE. Johnson & RobertK. Gable. (1998) Can we generalize about the learning style characteristics of high academic achievers?. Roeper Review 20:4, pages 276-281.
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Riham Ahmed, Marcella Ucci, Dejan Mumovic & Emmanouil Bagkeris. (2022) Effects of thermal sensation and acclimatization on cognitive performance of adult female students in Saudi Arabia using multivariable‐multilevel statistical modeling. Indoor Air 32:2.
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Gökhan GÜNEŞ & Semra ERKAN. (2017) Okul Öncesi Dönem Çocuklarının Öğrenme Stillerinin İncelenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi 13:1, pages 13-13.
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Ulla Haverinen-Shaughnessy & Richard J. Shaughnessy. (2015) Effects of Classroom Ventilation Rate and Temperature on Students’ Test Scores. PLOS ONE 10:8, pages e0136165.
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Lannie Kanevsky. (2011) Deferential Differentiation. Gifted Child Quarterly 55:4, pages 279-299.
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David W. Chan. (2016) Learning Styles of Gifted and Nongifted Secondary Students in Hong Kong. Gifted Child Quarterly 45:1, pages 35-44.
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Fred A. BonnerIIII. (2016) African American Giftedness. Journal of Black Studies 30:5, pages 643-663.
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Anthony J. Onwuegbuzie. (2016) Statistics Anxiety among African American Graduate Students: An Affective Filter?. Journal of Black Psychology 25:2, pages 189-209.
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J. Ingham, R.M.P. Meza & G. Price. (1998) A comparison of the learning style and creative talents of Mexican and American undergraduate engineering students. A comparison of the learning style and creative talents of Mexican and American undergraduate engineering students.
Anthony J. Onwuegbuzie & Qun G. Jiao. (1998) The relationship between library anxiety and learning styles among graduate students: Implications for library instruction. Library & Information Science Research 20:3, pages 235-249.
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Jonathan A. Plucker. (1996) Gifted Asian-American Students: Identification, Curricular, and Counseling Concerns. Journal for the Education of the Gifted 19:3, pages 315-343.
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Dorothy Ciner Armstrong. (2016) The Use of Kinetic School Drawings to Explore the Educational Preferences of Gifted Students. Journal for the Education of the Gifted 18:4, pages 410-439.
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