A fuller development of imagination can bring the curriculum into a coherent, cohesive whole. (Author/MLF)

Shares observations on the state of education as seen from the vantage point of the nation's capital, at the beginning of a new year. (Author/MLF)

Most teachers can respond to differences in student learning styles. Eighteen elements of learning style, categorized as environmental, emotional, sociological, and physical are described. (Author/MLF)

Styles are hypothetical constructs that help explain the teaching-learning process. Ten learning styles and six teaching styles are suggested. (Author)

School districts should let parents, students, and teachers establish alternative schools to accommodate differences in learning styles. (Author)

There are many effective styles of instruction; and every teacher should be skilled in at least one, and preferably in several. (Author/MLF)

Differing world views and cultural expectations affect how teachers and students relate to one another. (Author)

What goes on in most classrooms depends on the cognitive style of teachers, not students. (Author)

Teachers in an elementary school decide not to match students with teachers. Instead, the teachers learn a variety of styles. (Author)

Considers the characteristics of large-scale spatial representations from three viewpoints and discusses a few implications of the existence of these representations for education. (Author/MLF)

Schools should prepare for the time when one-sixth of all Americans will be 65 or older by finding ways for the generations to learn from one another. (Author)

Subject-centered conventional education of teachers in the U.S. should be augmented by the growth open to teachers in the informal and innovative atmosphere of teacher centers that develop talents and confidence in the individual and emphasize the more child-centered view that is held in British schools. (JD)

The basic purpose of helping teachers to enrich the curriculum of their own classrooms is a common bond between teacher centers where teacher participation and individualized training develop professional creativity, and emphasis is placed on the fact that the major influence upon children's schooling is the teacher. (JD)

In a structured inservice program, implemented by professional staff, teachers are required to participate a minimum of 48 hours per school year in workshops, seminars, and courses with the goal of individual and curricular improvement and professional advancement. (JD)

The basic functions of teacher centres now are to help teachers in curriculum development and solving classroom problems, to serve as information centres, to back up resources of schools, and provide social and professional interchange between teachers; it is hoped they will grow to provide broader views of the philosophy and practice of teaching.…