Abstract
Despite teachers’ implementation of research-based strategies, many students fail to make adequate progress. In some cases, this stems from a neurophysiological response that is beyond the teacher’s and student’s control. Drawing on Maslow’s hierarchy of needs, unintended findings from a previous study illuminate a larger, deeply convoluted issue that will promote unique conversations in education circles. These findings bear significant discoveries that could alter the trajectory for failing students and elevate the teaching profession.
Recommended Citation
Butler, Amanda M.
(2021)
"The Unlikely Outcome of a Struggling Kindergartner: A Cognitive Rags-to-Riches Tale,"
Teacher Education Journal of South Carolina: Vol. 15:
No.
1, Article 3.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol15/iss1/3