Abstract
For the past century, school reform has centered around political solutions. Numerous attempts have been made to improve the education of youth. The advent of neuroscience research has given educators new ways of examining conditions affecting school achievement. The list of these conditions is large. Communities seeking to improve schools need to examine biological factors which may impinge on school success.
DOI
10.15760/nwjte.2001.1.1.9
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.
Persistent Identifier
https://archives.pdx.edu/ds/psu/30656
Recommended Citation
Armstrong, Terry
(2001)
"Diversity and School Reform,"
Northwest Journal of Teacher Education: Vol. 1
:
Iss.
1
, Article 9.
DOI: https://doi.org/10.15760/nwjte.2001.1.1.9