Literaturnachweis - Detailanzeige
| Autor/inn/en | Knapp, Michael S.; Turnbull, Brenda J. |
|---|---|
| Institution | SRI International, Menlo Park, CA.; Policy Studies Associates, Inc., Washington, DC. |
| Titel | Better Schooling for the Children of Poverty: Alternatives to Conventional Wisdom. Study of Academic Instruction for Disadvantaged Students. Volume I: Summary. |
| Quelle | (1990), (40 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Basic Skills; Classroom Research; Classroom Techniques; Curriculum Development; Economically Disadvantaged; Elementary Education; Elementary School Students; Instructional Innovation; Literacy Education; Literature Reviews; Research Reports |
| Abstract | This document summarizes the first report of the Study of Academic Instruction for Disadvantaged Students, a 3-year investigation of curriculum and instruction in elementary schools serving high concentrations of poor children. (The first report constitutes volume 2 of a projected series). Recent scholarship, theory, and experimentation in the classroom highlight flaws in the "conventional wisdom" that emphasizes the following approaches to teaching reading, writing, and mathematics to the economically disadvantaged: (1) remediation of the learners' deficits; (2) a curriculum broken down into discrete skills; (3) teacher-directed instruction; (4) a uniform approach to classroom management; and (5) the grouping of students by ability. Appropriately applied, the following alternatives show promise of improving conventional practice: (1) an emphasis on the knowledge students bring to school; (2) explicit teaching of how to function in the "culture" of the school; (3) early emphasis on appropriate "higher order" tasks; (4) extensive opportunities to learn and apply skills in context; (5) an emphasis on meaning and understanding in all academic instruction; (6) a combination of teacher-directed and learner-directed instruction; (7) variation in classroom management approaches depending on the kind of academic work being done; (8) some use of grouping arrangements that mix ability levels; and (9) more flexibility in grouping arrangements. A list of 39 references, a discussion of the larger study of which this is a part, and the table of contents of volume 2,"Commissioned Papers and Literature Review," are appended. (FMW) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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