What Do You Mean by Rigor?

Autor/inn/en	Washor, Elliot; Mojkowski, Charles
Titel	What Do You Mean by Rigor?
Quelle	In: Educational Leadership, 64 (2007) 4, S.84-87 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	Stellungnahme; School Restructuring; Advanced Courses; Secondary School Curriculum; Shift Studies; Concept Formation; Problem Based Learning; Learning Strategies; Educational Research; Instructional Design + Suchen Sie Ihr Suchwort? Schulreformplan; Schulumwandlung; Fortgeschrittenenunterricht; Schichtunterricht; Concept learning; Begriffsbildung; Problem-based learning; Problemorientiertes Lernen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Bildungsforschung; Pädagogische Forschung; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	Noting the current push for rigor in secondary school curriculums (the lead member of the "new three Rs" of rigor, relevance, and relationships), Washor and Mojkowksi take a closer look at the prevailing conception of rigor. They argue that a narrowly defining a rigorous curriculum as one with more advanced courses and more factual content constrains teaching that could lead to deep learning. The authors define rigorous learning as learning that involves immersion in a subject over time, use of sophisticated resources, and the guidance of expert practitioners. They give examples of rigorous learning and work in school and nonacademic settings. They describe five strategies, used in the Big Picture school reform approach, to bring rigor to student work. (Author).
Anmerkungen	Association for Supervision and Curriculum Development. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10