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E-grāmata: Accelerating The Learning Of All Students: Cultivating Culture Change In Schools, Classrooms And Individuals

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  • Formāts: 208 pages
  • Izdošanas datums: 05-Mar-2018
  • Izdevniecība: Westview Press Inc
  • Valoda: eng
  • ISBN-13: 9780429982200
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Accelerating The Learning Of All Students: Cultivating Culture Change In Schools, Classrooms And IndividualsPalielināt
  • Formāts: 208 pages
  • Izdošanas datums: 05-Mar-2018
  • Izdevniecība: Westview Press Inc
  • Valoda: eng
  • ISBN-13: 9780429982200
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Accelerated learning, isn't that just for gifted students? Accelerating the Learning of All Students: Cultivating Culture Change in Schools, Classrooms, and Individuals answers that question while providing a vivid description of what happens at the school, classroom, and individual levels when people attempt to extend efforts to accelerate learning to all students. The book begins with a definition of accelerated learning and provides a vivid description of efforts to accelerate the learning of three populations of students: those identified as gifted, those identified as low-achieving, and all students. The book then examines the assumptions shaping school, classroom, and individual efforts to accelerate the learning of all students. Written by a pair of educators, one trained in gifted and talented education and the other in cultura anthropology, this book provides teachers, parents, administrators, and researchers with insight into why we continue to fail so many students and how we can cultivate change in schools, classrooms, and individuals so that all students receive the enriched, challenging learning experiences typically reserved only for students identified as gifted.
List of Tables and Figures ix Foreword xi Henry M. Levin Foreword xv Joseph S. Renzulli Introduction 1(6) The Multiple Meaning of Acceleration 7(12) Acceleration Defined 8(4) Acceleration for a Few or for All: The Social and Historical Context 12(6) Toward Acceleration for All 18(1) Accelerate &equal;Serving Gifted and Talented Students 19(14) Candidates for Acceleration: Who Is Identified? 20(1) Why Accelerate Learning for Gifted and Talented Students? 21(1) Models of Acceleration for Gifted and Talented Students 22(5) From Identification to Development of Gifts and Talents 27(3) Conclusion 30(3) Accelerate &equal;Targeting Low-Achieving Students 33(14) Remediation or Acceleration? 34(1) Who Are Low Achievers? 35(3) A Model of Acceleration for Low-Achieving Students 38(2) Programs That Accelerate Low-Achieving Students 40(5) Conclusion 45(2) Accelerate &equal;Challenging All Students 47(16) The Impetus for Acceleration of All 49(1) A Research Framework Supporting Accelerated Learning for All Students 50(5) Accelerated Learning Programs, Projects, and Educational Strategies 55(5) The Keys to Acceleration for All Students 60(3) Cultivating Culture Change to Accelerate the Learning of All Students 63(12) Cultivating Acceleration 64(1) What Is Culture? 65(3) Societal Assumptions Influencing School and Classroom Culture 68(4) Cultivating Culture Change 72(2) Note 74(1) Cultivating Acceleration Within School Cultures 75(32) Basic Assumptions Shaping School Culture 78(2) Assumptions Adults Hold for Children 80(4) Assumptions Students Hold About Themselves and Their Future 84(4) Assumptions Related to Expectations for Adults (Teachers, Principals, and Parents) 88(6) Assumptions About Educational Practices That Are Considered ``Acceptable 94(7) Assumptions About the Value of Change 101(3) Moving School Culture Toward Acceleration 104(3) Cultivating Acceleration Within Classroom Cultures 107(32) Basic Assumptions Shaping Classroom Culture 110(1) Assumptions Shaping Expectations for Student Learning and Appropriate Behavior 110(7) Assumptions Related to Appropriate Communication and Discourse 117(5) Assumptions Related to Appropriate Adult Behavior 122(8) Assumptions Related to Appropriate Educational Practices 130(6) Moving Classroom Culture Toward Acceleration 136(1) Notes 137(2) Individuals as Cultivators: Acting on Changed Assumptions Within and Beyond the School 139(24) Assumptions, Beliefs, and Actions 140(1) Responsibilites of Individuals Within Schools and Classrooms 141(8) Responsibilities of Individuals Outside of Schools 149(7) So How Do We Do This? 156(5) Notes 161(2) References 163(18) Index 181
Finnan, Christine | Swanson, Julie D.
Biežāk uzdotie jautājumi par e-grāmatām Biežāk uzdotie jautājumi par e-grāmatām
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