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This article discusses the evolution of teaching approaches in concert with the findings of over three decades of researches on student perceptual strengths. Confusing reports of successes and only limited successes for students with varied perceptual strengths suggest that combined auditory, visual, tactual, and/or kinesthetic instructional resources--a multi-sensory approach--is not necessarily beneficial for all students. Rather, students required to master new and difficult academic material should initially be exposed to it through their primary perceptual strength. If statistically higher achievement-test scores are to be realized, the resources most complementary to each individual should begin the concentration process. It may seem obvious, but thirty-five years of research suggest that teaching strategies and resources should complement individuals' perceptual strengths when introducing new and difficult academic content. When schools with underachieving minority, poor students in various sections of this nation introduced tactual and kinesthetic instruction, they evidenced statistically higher standardized achievement test scores in reading and mathematics within one year.

Learning style research can be incorporated into community education practice by (1) matching learning time preferences to academic schedules; (2) recognizing that many adult students are global, not analytic, learners and tactual/kinesthetic rather than auditory; and (3) accommodating physical needs in classroom seating, lighting, etc. (SK)

Eleven photographs confirm that permitting ergonomic options of foot placement and body posture pays off in improved student attention. (MLF)

The article presents an instrument to help identify teachers' current teaching styles to encourage teachers to utilize teaching styles responsive to individual students' learning styles. The inventory assesses instructional planning; teaching methods; teaching environment (student groupings, room design, and learning environment); and evaluation techniques. (DB)

Comments on the history of negative numbers, some methods that can be used to introduce the multiplication of negative numbers to students, and an explanation of why the product of two negative numbers is a positive number are included. (MNS)

Presents a quiz to help high school principals determine their educational philosophy and the degree of compatability between philosophy and practice. Presents research findings showing that conventional approaches to instructional factors, such as furniture, scheduling, student mobility, instructional methods, and homework, may not be the most effective. (DMM)

Challenges 15 popular beliefs held about students and optimal learning environments by citing data from studies of student learning styles. Individual learning styles vary, and academic achievement can be improved by providing flexible teaching styles and classroom environments where students can match their learning styles. Includes extensive references. (MD)

Readers are invited, in this article, to test their abilities in diagnosing the learning difficulties of a junior high school student and prescribing the right kind of instructional program for the student. (Author/MLF)

Readers are invited to test their abilities first in diagnosing the learning difficulties of a high school senior and then in prescribing the right kind of instructional program for him or her. (Author/MLF)

Flexible classroom arrangements can help teachers teach to every child's learning style. Research findings have shown that many traditional notions about how students learn are incorrect. Suggestions for improving classroom practices and resources to help teachers in this process are offered. (DF)

An alternative school for problem students in New York City successfully uses both diagnosis of individual learning styles and learning materials designed to respond to individual learning style differences. The students help each other overcome negative behaviors in the school they helped create. (Author/MLF)