Years of Promise: A Comprehensive Learning Strategy for America's Children. The Report of the Carnegie Task Force on Learning in the Primary Grades. Executive Summary.

Institution	Carnegie Corp. of New York, NY.
Titel	Years of Promise: A Comprehensive Learning Strategy for America's Children. The Report of the Carnegie Task Force on Learning in the Primary Grades. Executive Summary.
Quelle	(1996), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Academic Achievement; Childrens Television; Early Childhood Education; Economic Factors; Economic Impact; Educational Improvement; Educational Planning; Educational Policy; Educational Practices; Educational Quality; Educational Research; Educational Resources; Educational Responsibility; Educational Strategies; Educational Technology; Employment Potential; Resource Allocation; School Community Relationship; School Effectiveness; Underachievement; World Affairs; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Schulleistung; 'Children''s broadcast; Children''s television'; Kindersendung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ökonomischer Faktor; Ökonomische Determinanten; Teaching improvement; Unterrichtsentwicklung; Bildungsplanung; Politics of education; Bildungspolitik; Bildungspraxis; Quality of education; Bildungsqualität; Bildungsforschung; Pädagogische Forschung; Bildungsmittel; Erziehungsverantwortung; Lehrstrategie; Unterrichtsmedien; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Ressourcenallokation; Schuleffizienz; Performance deficiency; Leistungsschwäche; Weltpolitik
Abstract	This pamphlet presents the Executive Summary of the Report of the Carnegie Task Force on Learning in the Primary Grades. Results depict a pervasive pattern of underachievement for millions of U.S. children. The document outlines nine principles of effective practice for all institutions key to children's learning, and calls on these institutions to operate with the assumption that all children can learn and are capable of high-quality work when properly challenged and supported. These principles are: (1) ensure from the start that children are ready to learn, physically and emotionally; (2) set high expectations for every child; (3) create high-quality varied learning environments; (4) provide high-level professional development to those responsible for children's education; (5) embed children's learning in caring and collaborative relationships with educators, parents, and other adults; (6) actively engage parents in their children's education; (7) accept responsibility and accountability for each child's learning; (8) make efficient, equitable use of resources for children's education; and (9) collaborate more closely with other institutions and programs that affect children's learning. The pamphlet concludes with suggestions for reducing disparities in funding, making rational use of available resources, and realigning priorities. (AA)
Anmerkungen	Electronic version: gopher.carnegie.org or http://www.carnegie.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC