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

by Finnan,Christine

• ISBN13: 9780813390505
• ISBN10: 0813390508
• Format: Nonspecific Binding
• Copyright: 2000-08-10
• Publisher: Routledge

Summary

This book describes how the term "acceleration" has been applied to teaching different groups of students and explores the influence of culture, as manifested in schools, classrooms, and individuals, in helping or hindering efforts to accelerate the learning of all students.

Author Biography

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.

Table of Contents

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