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Author: Herbert John Klausmeier Publisher: University Press of America ISBN: 9780819149527 Category : Education Languages : en Pages : 206
Book Description
A collection of research on ten secondary schools in Wisconsin involved in a self-improvement oriented project regarding student performances for 1982 through 1984. School-improvement capability was defined as the ability of a school to maintain student performances that are satisfactory and to improve those that are not. All 10 schools reported favorable responses and adopted an improvement plan for 1984-85. Co-published with the Wisconsin Center for Education Research.
Author: Herbert John Klausmeier Publisher: University Press of America ISBN: 9780819149527 Category : Education Languages : en Pages : 206
Book Description
A collection of research on ten secondary schools in Wisconsin involved in a self-improvement oriented project regarding student performances for 1982 through 1984. School-improvement capability was defined as the ability of a school to maintain student performances that are satisfactory and to improve those that are not. All 10 schools reported favorable responses and adopted an improvement plan for 1984-85. Co-published with the Wisconsin Center for Education Research.
Author: Camilla Persson Benbow Publisher: ISBN: Category : Educational psychology Languages : en Pages : 456
Book Description
With intelligence and academic talent a focus of national debate, such concepts as diverse classrooms, multiple intelligences, heterogeneous schooling, and learning curves are frequent topics of discussion. Based on the work of Julian C. Stanley and his landmark model for working with gifted youth, Intellectual Talent brings together a distinguished group of authorities to examine the dominant techniques used to educate gifted youth today and the exemplification of those techniques in various university-based programs across the country. From a review of the current research on individual differences and its relevance to intellectual talent, to descriptions of the current knowledge about educating gifted children, this book illustrates how our educational system can enhance gifted youths' academic achievement. Part One of Intellectual Talent examines the political ramifications of emotionally loaded findings about individual differencesdocumenting cases in which findings that contradict prevailing social values are simply ignored. Part Two explores what is known about educating gifted children and why educators sometimes fail to act on that knowledge. Topics include genetic antecedents to human behavior, the underuse of knowledge, proper provisions for gifted students, the use of knowledge, psychometrics, and genius. Intellectual Talent will be of interest to professionals and students of education and psychology, educational researchers and policymakers, parents of gifted children, and anyone concerned with fostering excellence in our nation's schools. Contributors are Betsy Jane Becker, Camilla Persson Benbow, Carol C. Blackburn, Thomas J. Bouchard, Jr., Linda E. Brody, JamesS. Coleman, Lee J. Cronbach, Michele Ennis, John F. Feldhusen, N. L. Gage, James J. Gallagher, Lynn W. Glass, Lloyd G. Humphreys, Arthur R. Jensen, Timothy Z. Keith, Herbert J. Klausmeier, David Lubinski, David T. Lykken, Matthew McGue, Lola L. Minor, Ellis B. Page, A. Harry Passow, Nancy M. Robinson, Arnold E. Ross, Richard E. Snow, Julian C. Stanley, Babette Suchy, Abraham J. Tannenbaum, Auke Tellegen, Joyce VanTassel-Baska, and Leroy Wolins.
Author: Leo Gafney Publisher: Springer Science & Business Media ISBN: 1402061862 Category : Education Languages : en Pages : 160
Book Description
There seems to be no end to the flood of conferences, workshops, panel discussions, reports and research studies calling for change in the introductory science courses in our colleges and universities. But, there comes a time to move from criticism to action. In 1993, the Division of Undergraduate Education of the National Science Foundation called for proposals for systemic initiatives to change the way int- ductory chemistry is taught. One of the five awards was to design, develop and implement the peer-led Workshop, a new structure to help students learn science. This book is a study of 15 years of work by the Peer-Led Team Learning (PLTL) project, a national consortium of faculty, learning specialists and students. The authors have been in the thick of the action as project evaluator (Gafney) and co-principle investigator (Varma-Nelson). Readers of this book will find a story of successful change in educational practice, a story that continues today as new institutions, faculty, and disciplines adopt the PLTL model. They will learn the model in theory and in practice and the supporting data that encourage others to adopt and adapt PLTL to new sit- tions. Although the project has long since lost count of the number of implem- tations of the model, conservative estimates are that more than 100 community and four year colleges and a range of universities have adopted the PLTL model to advance student learning for more than 20,000 students in a variety of STEM disciplines.
Author: United States. Congress. House. Committee on Appropriations. Subcommittee on Department of Defense Publisher: ISBN: Category : Government publications Languages : en Pages : 796
Author: Herbert John Klausmeier
Author: Herbert John Klausmeier
Author: Camilla Persson Benbow
Author: 
Author: Leo Gafney
Author: 
Author: United States. Congress. House. Committee on Appropriations. Subcommittee on Department of Defense
Author: United States. Congress. Senate. Committee on Appropriations. Subcommittee on Defense
Author: 
Author: National Science Board (U.S.)
Author: Rose Arny