Rushed and harried after a busy day, I answered the phone on its second ring. It was a call from the university. ‘‘Are you available to teach Education 7232? It starts on Tuesday of next week.’’
I was excited. This was the area in which I was most interested—a graduate course on learning styles! But I had so many things to do this semester, and I was preparing to leave for Bermuda as a Teaching Assistant for another course on learning styles.
‘‘May I call you back on Monday? I have to see if I can adjust my schedule,’’ I asked. And so, I had a few days to ponder what and how I would teach a course on learning styles while using a learning-styles approach.
|• lack of research-based instruction that evidences increased student achievement and improved attitudes toward schooling across the board;|
|• use of new instructional approaches for which advocates claim remarkable gains— without research documentation;|
|• failure among educators to insist on published experimental studies to demonstrate the accuracy of the elaborate media claims of either traditional or innovative programs’ successes;|