Today, there is little deviation from the standard, business-as-usual practices in the world of education. This book challenges these stale practices and asks the important questions that can improve schools beyond the current state of mediocrity. Written for administrators, supervisors, teachers, parents--even politicians and corporate executives--this book provides more than 25 specific problem-solving strategies for improving education without increasing costs. The authors use more than 40 years of background in education, as well the renowned Dunn and Dunn Learning Style Model, to focus on the ways in which we can truly improve schools. The model, which identifies elements within environmental, emotional, sociological, physiological, and psychological domains, reveals how individuals best understand and retain information. This basis is then applied to the "What If?" situations to unearth the most promising practices for school improvement. What If Students Were to Write Their Own Honor Code? What if Principals Understood Each Teacher's Learning Style? What If Parents Knew How to Help Their Children Study at Home? These are just a few of the important situations analyzed by this book. The appeal is clearly widespread and covers the concerns of nearly every essential action-oriented community stakeholder group. The book is divided into three parts and 26 chapters. Part I, Student Issues, contains: (1) What If There Were a Bill of Rights for Students? (Derek Tully); (2) What If Retention Were Not an Option? (Sam Carpentier); (3) What If Students Were to Write Their Own Honor Code? (Charles F. Howlett); (4) What If Students Were Taught to Do Homework Using Their Learning-Style Strengths? (Laura Shea Doolan); (5) What If At-Risk Students Understood How to Capitalize on Their Learning-Style Strengths When Entering High School? (LezAnne Edmond); and (6) What If We Taught College Students the Way They Learn? (Christine Mangino). Part II, School Issues, continues with: (7) What If Instruction Were Designed to Accommodate Differing Achievement Levels? (Andrea Honigsfeld); (8) What If Schools Were Designed around Each Child's Best Time-of-Day? (Derek Tully); (9) What If Principals Understood Each Teacher's Learning Style? (Thomas C. DeBello); (10) What If Students Were Grouped for Instruction by Gender? (Rita Dunn and Andrea Honigsfeld); (11) What If Teachers Were Taught through Their Learning-Style Strengths? (Karen A. Russo); (12) What If High Schools Started at Mid-Morning? (Susan A. Smith); (13) What If We Taught Children to Read with Learning-Style Responsive Strategies? (Rachel Levy); (14) What If We Knew the Cause of School Violence and How to Prevent It? (Marjorie S. Schiering); (15) What If There Were No Clocks and Bells in Schools? (Peter K. Lynch); and (16) What If Schools Met the Challenges of Talent Development? (Donald J. Treffinger). Part III, Societal Issues, concludes the book with: (17) What If the Public Knew Why Many Children Have Trouble with Math? (Rita Dunn and Karen Burke); (18) What If Parents Knew How to Help Their Children Study at Home? (Rhonda Farkas); (19) What If Counselors Used Techniques Compatible with Students' Learning-Style Preferences? (Shirley A. Griggs); (20) What If Professors Practiced What They Preached? (Bernadyn Kim Suh); (21) What If Politicians Understood the Research on Learning Styles? (Marina Vinitskaya and Tatyana Ulababova); (22) What If Teachers Were Culturally Responsive? (Yvonne Pratt-Johnson); (23) What If the U.S. Constitution Were Amended to Include Educational Standards? (Derek Tully); (24) What If Managers Understood Employees' Learning Styles? (Susan M. Rundle); (25) What If There Were a Truly Innovative Law School? (Robin A. Boyle); and (26) What If Large Foundations Really Wanted to Improve Education? (Kenneth J. Dunn).