It is the premise of this book that to successfully respond to
today's increased 'accountability and testing' expectations
educational institutions and other organisations, administrators
and especially teachers and others responsible for organisational
learning must become more tolerant of and perceptive enough to
recognise how increased attention to learning differences or styles
among their students or learners is central to not only meeting the
new demands being placed on them but to also find alternate ways of
enhancing and measuring the learning that does take place. For our
purposes, understanding the role of learning style in the learning
process is an important concept for those committed to meeting the
demands being placed on education and their own personal commitment
to learning excellence, be it teachers, training and development
professional, staff, administrators or other leaders or others
involved in the educational process. This book has been written
with the belief that an increased attentiveness to learning style
differences is at the core of what it will take to better prepare
students to learn while also meeting the demands of the many
stakeholders who continue to set higher and higher learning
performance expectations with the goal that "no child or adult' is
left behind." -- From the Preface.
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