No Child Left Bored

Autor/in	Reis, Sally M.
Titel	No Child Left Bored
Quelle	In: School Administrator, 64 (2007) 2, S.22 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6439
Schlagwörter	Federal Legislation; Enrichment Activities; Academically Gifted; Ability Grouping; Acceleration (Education); Student Needs; Educational Opportunities; Educational Innovation; Mentors; After School Programs; Summer Programs; Internship Programs; Observation; Individualized Instruction; Teaching Methods; Student Diversity; Advanced Courses + Suchen Sie Ihr Suchwort? Bundesrecht; Bereicherungsprogramm; Homogene Gruppierung; Niveaugruppierung; Streaming; Acceleration; Beschleunigung; Bildungsangebot; Bildungschance; Instructional innovation; Bildungsinnovation; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Sommerkurs; Berufspraktische Ausbildung; Beobachtung; Individualisierender Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Fortgeschrittenenunterricht
Abstract	This article examines learning opportunities for gifted and talented students. Districts and states have developed innovative programs that include mentorships, Saturday programs, after-school enrichment activities and summer internships. However, recent experiences suggest strongly that this attention has decreased in the years following the implementation of No Child Left Behind. In a recent study, across 92 observation days in all subject areas, gifted students experienced only minimal instructional or curricular differentiation. Joseph Renzulli, director of the National Research Center on the Gifted and Talented, recommends developing a continuum of services to challenge the diverse learning and affective needs of all students at all grade levels. This continuum provides services that range from general enrichment for all students across all grade levels, to curriculum differentiation procedures including both enrichment and acceleration for rapid learners, advanced classes, individualized research opportunities for identified gifted and talented students, and counseling and other services to meet affective needs. (ERIC).
Anmerkungen	American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10