The article describes five diverse secondary schools with successful programs to provide responsive instruction based on individual learning styles. Schools include a school for gifted students in Minnesota, a middle school in New Jersey, and three schools in New York. (DB)

The article describes the dramatic improvement in reading achievement, decrease in discipline problems, and improvement in student attitudes in a North Carolina elementary school over a two-year period when students were taught through their preferred learning styles. (DB)

Monash University (Australia) students (n=320) enrolled concurrently in two courses were surveyed concerning their approaches to learning and the classroom presentation of material. Results supported the conception that an individual student's approach to studying in a course is determined in part by his perceptions of the teaching approach. (MSE)

In instructional design for higher education, it is important to the success of all students to take into account the differences in individual learning styles. Research indicates that different student populations have characteristically different approaches to learning and that teachers can use patterns of effective practice to foster success…

A principal of a New York elementary school describes how implementation of a testing program to determine individual learning styles and modification of the instructional environment to meet individual learning-style needs has been received enthusiastically by teachers, parents, and students. (DB)

Nongraded education is the practice of teaching children of different ages and ability levels together in the same classroom, without dividing them or the curriculum into steps labeled by "grade" designations. Children progress along the continuum from easier to more difficult material at their own, varying rates of speed. Interest in nongraded…

Maintains that children with disabilities increasingly are attending schools and classrooms they would attend if they did not have disabilities. Reports that educational research indicates little evidence that ability grouping improves academic achievement among these students. (CFR)