educational levels. Learning styles are "a way of utilising an ability or set of abilities" (Sternberg & Wagncr,1994,p. 225). Gardner (1993a) suggested the relationships between styles and intelligences in terms of subject domain or cross-subject domain learning; this theorising, together with Piaget's (1977) 'equilibration' theory, enabled the design of a framework in which learning styles exhibited by 'gifted' and 'talented' adolescent students could be analysed. Styles were viewed as long term mental integrations (like self), which merged into specific sub-styles identified as academic; logico; aesthetic; creative; and intuitive. This last generic style required greater research, because it was not well idenitified in the literature, or in the case study school. Adolescent styles and self-definition appeared to be inextricably interrelated .Data revealed that preferred learning styles of particular 'gifted' and 'talented' students provided a key to negotiating a student-defined needs-based educational system, in which both cognitive and affective concerns could be given credibility and appropriate provisions. Styles mediated between individual needs, self, and the instructional school system. Research provided contextual answers to pressing issues for individual 'gifted' and 'talented' students,based on stylistic responses to curricula, assesstment, classroom, aid other issues at local,national and international levels. Models were designed to identify: specific adolescent needs, styles and provisions; intuitive processes; preferred styles found amongst 'gifted' and 'talented' adolescents; school-based provisions; and a national approach. The Theory of Impression Management was presented on the basis of extensive cross disciplinary research. Hence the metaphor, "Education is style".
|Qualification||Doctor of Philosophy|
|Place of Publication||Australia|
|Publication status||Published - 2000|