Literaturnachweis - Detailanzeige
| Autor/inn/en | Kramer, Sharon V.; Schuhl, Sarah |
|---|---|
| Titel | Acceleration for All: A How-To Guide for Overcoming Learning Gap |
| Quelle | (2023), (200 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-1-954631-01-4 |
| Schlagwörter | Leitfaden; Unterricht; Lehrer; Achievement Gap; Acceleration (Education); Elementary Secondary Education; Cultural Capital; Equal Education; Teamwork; Educational Quality; School Culture; Instructional Leadership; Educational Improvement |
| Abstract | The need to overcome student learning gaps exists in every school. The answer is not a culture of remediation but one of acceleration. Every student deserves to learn at grade level or beyond--this is equity in action. "Acceleration for All" offers research-informed, real-world, and ready-to-implement strategies, with an emphasis on core instructional practices, to ensure accelerated learning school-wide. This book will help K-12 teachers and leaders: (1) Implement practical strategies for sustained accelerated student learning; (2) Shift from a mindset of deficit thinking to strengths-based thinking related to student learning; (3) Develop opportunity equity so all students have access to grade-level learning every day; (4) Develop learning cycles to address instruction, assessment, and interventions or extensions as a team with a focus on every student learning grade-level standards; (5) Learn how to establish a learning-based culture rooted in collective efficacy; (6) Support teachers, teams, and students through collaborative leadership; and (7) Create processes and procedures for continuously improving learning. (As Provided). |
| Anmerkungen | Solution Tree. 555 North Morton Street, Bloomington, IN 47404. Tel: 800-733-6786; Tel: 812-336-7700; Fax: 812-336-7790; e-mail: orders@solution-tree.com; Web site: https://www.solutiontree.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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