ying vision and hearing impairments, neurological differences, and what she called "mental deficiency" — and mo... ing of the neurological underpinnings of learning differences and convinced her to devote herself entirely to t... rdless of intellectual, physical, or neurological differences — possessed a right to education. At a time when ... aviour in children with cognitive or neurological differences was in fact a manifestation of underlying neurolo
ilosophy. He argued, radically for his time, that differences between the sexes in intellectual capacity and ac... l or inherent but were "the natural effect of the differences in their education." The corrective to this discr... e the educational conditions and the intellectual differences would diminish accordingly. Mill's position was n... lised groups. Mill's insistence that intellectual differences between social groups are products of socialisati
rs with a systematic way to understand individual differences in how people process information and learn most ... b, D. A. (1981). Learning styles and disciplinary differences. The modern American college, 1(January 1981), 23... Joy, S., & Kolb, D. A. (2009). Are there cultural differences in learning style?. International Journal of inte
* Meier, D., & Ravitch, D. (2007–2017). Bridging Differences [[https://www.edweek.org/leadership/opinion-bridging-differences/2006/05|Education Week blog]].
==== Ravitch's Wo
estions can have more than one answer; that small differences can have large effects; that goals need to be fle... 35(8), 615–623.
* Eisner, E. W. (1981). On the differences between scientific and artistic approaches to qua
ls, by contrast, produced enormous and measurable differences in student learning; school attendance was a poor... ers and principals produce the largest measurable differences in student learning, Hanushek argued, then accoun
iduals share interests freely, communicate across differences, and participate actively in the institutions tha... an_piaget|Jean Piaget]] — despite the significant differences between Dewey's social-interactional and Piaget's
d treatment and control groups whose pre-existing differences were, in expectation, zero, enabling causal attribution of any subsequent differences in outcomes. The study found positive effects on
