Illustrating a Complementary Paradigm for Styles Research: From a Third-Person to a Second-Person Perspective
There is wide agreement that teachers should respect individual learning differences (ILDs). The ‘one-size-fi ts-all’ approach of traditional classrooms, which seemed to make sense during the Industrial Age, does not meet the needs of the Information Age. The US National Board for Professional Teaching Standards (NBPTS, 2009) claims that effective teachers
believe all students can learn. . . . They recognize the individual differences that distinguish their students from one another and they take account for these differences in their practice. (NBPTS, 2009, online source)
Based on this line of reasoning, the educational research agenda should make individual learning differences, such as style preferences, a top priority. Currently, this has not been the case.