o emphasize either the styles of teachers or those of learners. Most of the models of teaching style share this quality as did early work with the Grasha-Riechmann Student Learning Style Scales. While useful in their own right, it became clear that these models only offered a one-sided point of view. The relationship between the styles of teachers and students needed to be explored (Grasha, 1983).
The second area of dissatisfaction was that models that accounted for the styles of both teachers and students were descriptive rather than prescriptive. Such approaches, for example, did not specify how various styles of teaching could be adopted or modified or the conditions under which it was appropriate to employ a given style. Associations between the educational practices of individuals with particular styles were simply noted. In some cases, people were not seen as having a great deal of flexibility in varying their styles. Jung, for example, argued that dominant prefere
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