Accelerating the Learning of All Students: Cultivating Culture Change in Schools, Classrooms and Individuals

Accelerating the Learning of All Students: Cultivating Culture Change in Schools, Classrooms and Individuals

By: Christine Finnan (author), Julie D. Swanson (author)Paperback

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Description

Isn't acceleration just for gifted kids? This is a common assumption when we think about who benefits from efforts to accelerate student learning. For generations, students identified as gifted have been separated from other students and provided enriched learning opportunities many adults believe would be wasted on other students. More recently, in response to failed efforts to remediate low-achieving students, the term has been extended to efforts to reverse the negative effects of grade retention for many low-achieving students. The most promising application of the term involves efforts to extend the curriculum and instruction usually reserved for gifted students to all students.Accelerating the Learning of All Students: Cultivating Culture Change in Schools, Classrooms, and Individuals explores the multiple applications of the term "acceleration" and the assumptions that shape schools, classrooms, and individuals that encourage and discourage efforts to accelerate the learning of all students. This book begins with an exploration of the multiple definitions of acceleration, examining the social and historical context that led to an emphasis on labeling and sorting students. Descriptions of exemplary programs geared to each group of students provide useful ideas for addressing special needs of students. These descriptions also illustrate the wisdom of providing a rich, challenging learning experience to all students rather than focussing on separating them for special instruction. The book proceeds to explore the conditions in schools and classrooms that facilitate or hinder efforts to accelerate learning of all students. Focusing on the importance of changing individuals' assumptions about students, adult roles in schools, acceptable educational practices, appropriate communication patterns and the value of change, the book ends with a challenge to all of us to assume responsibility for making schools a better place for all students. Written by authors who bring a wealth of experiences to this topic, Christine Finnan and Julie D. Swanson draw on their own research and experience and on current research to provide a much-needed exploration of issues surrounding efforts to effectively educate all students. Accelerating the Learning of All Students provides hope to all citizens and educators that the dismal history of educating low-income students can be turned around, and that all students can be provided the rich, engaging educational experience that has historically been reserved only for those identified as gifted.

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About Author

Christine Finnan is assistant professor of education at the University/College of Charleston in Charleston, SC. She also directs the South Carolina Accelerated Schools Project. She is trained as a cultural anthropologist, with degrees from Stanford University, University of Texas at Austin, and University of California, Berkeley. She is co-editor of Accelerated Schools in Action: Lessons from the Field. She has also written several articles and book chapters on school culture change. Julie Swanson iis assistant professor of education at the University/College of Charleston in Charleston, SC. With a background in gifted education in public education, she has combined research and practice through her work with the application of gifted education in schools serving primarily low income students. Her current interests include teacher change and innovative practice used with all students. Christine Finnan is assistant professor of education at the University/College of Charleston in Charleston, SC. She also directs the South Carolina Accelerated Schools Project. She is trained as a cultural anthropologist, with degrees from Stanford University, University of Texas at Austin, and University of California, Berkeley. She is co-editor of Accelerated Schools in Action: Lessons from the Field. She has also written several articles and book chapters on school culture change. Julie Swanson iis assistant professor of education at the University/College of Charleston in Charleston, SC. With a background in gifted education in public education, she has combined research and practice through her work with the application of gifted education in schools serving primarily low income students. Her current interests include teacher change and innovative practice used with all students.

Contents

* List of Tables and Figures * Foreword by Henry M. Levin * Foreword by Joseph S. Renzulli * Introduction * 1. The Multiple Meanings of Acceleration * Acceleration Defined * Acceleration for a Few or for All: The Social and Historical Context * Toward Acceleration for All * 2. Accelerate = Serving Gifted and Talented Students * Candidates for Acceleration: Who Is Identified? * Why Accelerate Learning for Gifted and Talented Students? * Models of Acceleration for Gifted and Talented Students * From Identification to Development of Gifts and Talents * Conclusion * 3. Accelerate = Targeting Low-Achieving Students * Remediation or Acceleration? * Who Are Low Achievers? * A Model of Acceleration for Low-Achieving Students * Programs That Accelerate Low-Achieving Students * Conclusion * 4. Accelerate = Challenging All Students * The Impetus for Acceleration of All * A Research Framework Supporting Accelerated Learning for All Students * Accelerated Learning Programs, Projects, and Educational Strategies * The Keys to Acceleration for All Students * 5. Cultivating Culture Change to Accelerate the Learning of All Students * Cultivating Acceleration * What Is Culture? * Societal Assumptions Influencing School and Classroom Culture * Cultivating Culture Change * Notes * 6. Cultivating Acceleration Within School Cultures * Basic Assumptions Shaping School Culture * Assumptions Adults Hold for Children * Assumptions Students Hold About Themselves and Their Future * Assumptions Related to Expectations for Adults (Teachers, Principals, and Parents) * Assumptions About Educational Practices That Are Considered "Acceptable," * Assumptions About the Value of Change * Moving School Culture Toward Acceleration * 7. Cultivating Acceleration Within Classroom Cultures * Basic Assumptions Shaping Classroom Culture * Assumptions Shaping Expectations for Student Learning and Appropriate Behavior * Assumptions Related to Appropriate Communication and Discourse * Assumptions Related to Appropriate Adult Behavior * Assumptions Related to Appropriate Educational Practices * Moving Classroom Culture Toward Acceleration * Notes * 8. Individuals as Cultivators: Acting on Changed Assumptions Within and Beyond the School * Assumptions, Beliefs, and Actions * Responsibilities of Individuals Within Schools and Classrooms * Responsibilities of Individuals Outside of Schools * So How Do We Do This? * Notes * References * Index

Product Details

  • publication date: 20/07/2000
  • ISBN13: 9780813390505
  • Format: Paperback
  • Number Of Pages: 208
  • ID: 9780813390505
  • weight: 314
  • ISBN10: 0813390508

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  • Saver Delivery: Yes
  • 1st Class Delivery: Yes
  • Courier Delivery: Yes
  • Store Delivery: Yes

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