An historical analysis of the development of, and contribution to, professional practices of the Dunn and Dunn Learning-Style Model as perceived by practitioners, researchers, and the literature

This study was designed to chart the historical development of the Dunn and Dunn Learning-Style Model over the almost 40-year span from its conceptualization in 1966 to current practice. Qualitative and quantitative methods were employed to record the model's implementation and impact as reported by practitioners and researchers in education and related domains. In approximately 800 studies conducted by researchers at more than 120 institutions of higher education with the Dunn and Dunn Learning-Style Model, authors suggested that students whose learning styles were identified, and then accommodated with educational interventions compatible with their preferences, could be expected to achieve impressive increases in academic performance when contrasted with traditional teaching. Therefore, if the model enjoys such measurable success, why has it not had the appropriate level of acceptance as educational policy and practice?; Using an historical descriptive design, the effectiveness of this instructional construct, its evolution, and the advocacy of the visionary educational theorists after whom it is named, were the foci of this researcher. Six research questions created the basis for data collection, the answers to which were obtained through a survey, a questionnaire, and an interview process conducted with adults cognizant of the model and its implementation. The responses then were corroborated by an extensive review of the writing on or about, and a synthesis of the growing-base of information concerning, the impact of the Dunn and Dunn Learning-Style Model on educational theory and practice.; The testimony and data in the historical analysis which have been documented through surveys, interviews, and the literature support the impact of the Dunn and Dunn Learning-Style Model as one of the most influential and innovative educational forces of the past four decades. This researcher contributed to the volumes of research on the Model by synthesizing its developmental and transformational stages, by tracing its historical evolution, and through providing a focus on the diverse conceptual theoretical frameworks of its foundation. Establishing a context for the research-based Dunn and Dunn Learning-Style Model has enhanced the impact of the Dunns and their instructional innovative approaches as leaders in 21st century educational reform, nationally and internationally.