Literaturnachweis - Detailanzeige
| Autor/in | Hargrove, Kathy |
|---|---|
| Titel | From the Classroom: Advocating Acceleration |
| Quelle | In: Gifted Child Today, 35 (2012) 1, S.72-73 (2 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1076-2175 |
| DOI | 10.1177/1076217511428309 |
| Schlagwörter | Academically Gifted; Federal Legislation; Talent; Advocacy; Children; Acceleration (Education); Academic Achievement; High Achievement |
| Abstract | Ten years ago, in 2001, the U.S. Congress enacted the "No Child Left behind Act" (NCLB). This landmark act focused on standards-based education with the goal of raising challenges and improving student achievement. Advocates for gifted children have been concerned over the law's silence regarding talented and high-achieving children. In the first 5 years of NCLB, 2001-2006, federal funds for gifted education--already at a minimal level--decreased by one third. Nevertheless, in this same period, the gifted community has continued to press for services at the national, state, and local levels. In spite of funding cuts and tough economic times, individual campuses and parents have worked to leverage services for talented children. At the national level, the Belin-Blank International Center at the University of Iowa published an important report on academic acceleration and an appeal to implement various forms of acceleration for gifted students. In spite of the research supporting acceleration, there is still considerable resistance. Ten years into NCLB, there has never been more need for creative responses to the search for excellence for gifted students. Every gifted advocate should strive to use every means possible to promote challenge and a high level of learning for gifted students. (ERIC). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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