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Studies were undertaken in four counties in North Carolina to determine if the learning styles of African American children described by J. Hale (formerly Hale-Benson) (1986) could be identified among African American high school males through the use of the Myers Briggs Type Indicator (MBTI). Learning style differences between minority (n=184) and majority (norm group of predominantly white students) youth were studied, and learning styles of the same male high school students were compared with those of 332 male African American college students. In addition, learning styles of African American 6th and 11th graders of both sexes were compared. Results support the findings that differences do exist between African American students and other populations. Specifically, young African American children have a more relational, person-oriented style than do White students. However, significant populations of students who prefer feeling as a decision-making strategy in 6th grade no longer show this preference by grade 11. The differences support some of Hale's claims that African American children have a different learning style than majority children, particularly that male African American high school students are more Sensing than Intuitive. High school data do not support Hale's claims for the affective and relational learning styles, but data from the comparison of students in grades 6 and 11 do support the hypothesis. Implications for science teaching are discussed. Four tables summarize study findings. (Contains 24 references.) (SLD)

Teaching and learning in the high-technology workplace were examined through case studies of four individuals who were selected for study because they represented a broad spectrum of personal agendas, learning styles, and backgrounds. The employees' one-on-one meetings with their managers were analyzed to identify the kinds of lessons each employee received and how each responded. The following were among the key findings: (1) the bottom line-oriented, fast-paced, productivity-based culture of the corporation create a rather rigid framework for determining how learning takes place and for defining successful performance; (2) individuals whose learning styles, values, and behavior meshed with the corporate agenda were more likely to be successful, whereas those with divergent learning styles, values, and behaviors were likely to have much more difficulty learning what they needed to know; (3) because a concept of team membership is a powerful motivator to achieve, models for learning at work and in school should be based on a sense of team, shared purpose, and shared responsibility for each team member's success; and (4) educators should provide a safe learning environment where learners can avoid having their learning constrained by the fear of seeming stupid. (The bibliography lists 82 references. A field note index is appended.) (MN)

Describes Apple Computer's Early Language Connections (ELC) program. Designed for K-2 grades, ELC integrates Macintosh computers, children's literature, instructional software, and other curriculum materials, including sample lessons constructed around thematic units. The literature-based product uses a whole-language approach (with phonics activities) and provides teacher training. (MLH)

As Texas' elite public colleges and universities experience enrollment declines, the state is requesting clarification of the legal decision in "Hopwood v. Texas," in which the court rejected affirmative action and mandated race-neutral admissions policies. The Texas attorney general disagrees with federal officials and critics on interpretation of the decision. (MSE)

In exchange for $8-12-million from the state, historically black Texas Southern University has agreed to maintain a schedule to fix financial problems threatening the institution and keep it from state control. Three-quarters of students receive aid. Lax financial accountability is a long-time problem. The university's historic role in educating Houston's black community has brought strong loyalty. (MSE)