THE MEMPHIS STORY--MOBILIZING A LARGE SCHOOL SYSTEM AND A COMMUNITY FOR THE SUPERIOR AND TALENTED STUDENT PROJECT.

Autor/in	COUNCE, D. SHELBY
Institution	North Central Association of Colleges and Schools, Chicago, IL.
Titel	THE MEMPHIS STORY--MOBILIZING A LARGE SCHOOL SYSTEM AND A COMMUNITY FOR THE SUPERIOR AND TALENTED STUDENT PROJECT.
Quelle	, (68 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Ability; Academically Gifted; Counseling Services; Curriculum Development; Curriculum Evaluation; Instructional Materials; Research Opportunities; Secondary School Students; Teacher Effectiveness; Teacher Workshops; Tennessee (Memphis) + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Forschungshaushalt; Sekundarschüler; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	THE GOALS OF THE SUPERIOR AND TALENTED STUDENT (STS) PROJECT FOR SECONDARY SCHOOL STUDENTS IN MEMPHIS, TENNESSEE WERE--TO PROVIDE CHALLENGING COURSES AND PROGRAMS EMPHASIZING QUALITY OF INSTRUCTION AND SCHOLARSHIP, TO DEVELOP INSTRUCTIONAL OPPORTUNITIES, STUDENT RESPONSIBILITY, INDEPENDENT STUDY, AND MOTIVATION FOR RESEARCH, TO ENCOURAGE THE DEVELOPMENT OF LEADERSHIP THROUGH HOMOGENEOUS GROUPING, TO PROVIDE MANY RESOURCE MATERIALS AND PERSONNEL, TO CHALLENGE STUDENTS TO WORK AT THEIR HIGHEST POTENTIAL, AND TO DEVELOP SPECIAL PROGRAMS TO STRENGTHEN THE ACADEMIC PROGRAM OF SCHOOLS. AN INTENSIVE PROGRAM OF INSTRUCTION IN SPECIFIC SUBJECTS FOR SUPERIOR STUDENTS WAS ESTABLISHED. STUDENTS WERE GROUPED AT FOUR LEVELS THAT INCLUDED BASIC, STANDARD, ADVANCED, AND ADVANCED PLACEMENT. THE MEMPHIS BOARD OF EDUCATION PROVIDED SUPPORT BY APPROVING GENERAL INSTRUCTIONAL PROCEDURES THAT CONSIDERED ABILITY LEVELS AND TALENT IN INDIVIDUAL SUBJECTS, BY PURCHASING THE NECESSARY SUPPLIES AND EQUIPMENT, AND BY PROVIDING TEACHER TRAINING AND INSERVICE EDUCATION. THE PLANNING AND OPERATING OF THE CURRICULUM WERE JOINT EFFORTS OF THE TEACHERS INVOLVED AND THE DIVISION OF SECONDARY EDUCATION. PUBLIC RELATIONS PLAYED A LARGE ROLE IN COMMUNITY INTEREST AND ACCEPTANCE. EVALUATIVE PROCESSES INDICATED THAT REACTIONS FROM PARTICIPATING SCHOOLS WERE FAVORABLE, PARTICIPATING STUDENTS BECAME MORE INTERESTED AND MOTIVATED, IDENTIFICATION PROCEDURES RECEIVED MAJOR EMPHASIS, CURRICULUM CONTENT FOR STS STUDENTS WAS INCREASED IN DEPTH, AND MATERIALS FOR CLASSROOM AND ENRICHMENT USE WERE ADEQUATE. SUGGESTIONS FOR IMPROVEMENT INCLUDED WORKSHOPS FOR TEACHERS IN THE STS PROGRAM, MORE CULTURAL ENRICHMENT AT CERTAIN SCHOOLS, MORE EMPHASIS ON CREATIVITY IN STS CLASSES, BETTER AND EARLIER IDENTIFICATION PROCEDURES, MORE GUIDANCE AND COUNSELING SERVICES, AND NEW CURRICULUM MATERIALS TO ALLOW STUDENTS TO DO MORE RESEARCH AND INDEPENDENT STUDY.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC