No Gift Wasted: Effective Strategies for Educating Highly Able, Disadvantaged Students in Mathematics and Science. Volume I: Findings. Final Report.

Autor/inn/en	Alamprese, Judith A.; Erlanger, Wendy J.
Institution	COSMOS Corp., Washington, DC.
Titel	No Gift Wasted: Effective Strategies for Educating Highly Able, Disadvantaged Students in Mathematics and Science. Volume I: Findings. Final Report.
Quelle	(1989), (102 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-942570-34-0
Schlagwörter	Tagungsbericht; Ability Identification; Acceleration (Education); Economically Disadvantaged; Educational Practices; Elementary Secondary Education; Enrichment Activities; Gifted Disadvantaged; Mathematics Education; Program Administration; Program Development; Program Implementation; Pupil Personnel Services; School Administration; Science Education + Suchen Sie Ihr Suchwort? Acceleration; Beschleunigung; Bildungspraxis; Bereicherungsprogramm; Mathematische Bildung; Programmplanung; Naturwissenschaftliche Bildung
Abstract	General findings from an analysis of district-wide and school-level efforts to develop highly able, economically disadvantaged students' academic skills and creative talents in mathematics and science are described. Data were collected from 29 school districts or schools located throughout the United States. Telephone interviews were conducted with representatives from each site; case studies were conducted at nine sites. The analysis revealed a number of effective approaches for serving these students. Many of the programs identified students through a pre-selection process and the use of multiple criteria. The programs provided both enrichment activities and accelerated courses involving extension of time students spend learning, operation of special programs, use of hands-on learning techniques, and provision of out-of-school activities. Support activities included setting external goals, providing career awareness programs, providing social-emotional support, and encouraging parent participation. Processes used to manage and maintain programs included using a district-school co-management approach; involving community organizations, businesses, industries, and universities; and recruiting parents and school alumni to support the program. School districts permitted flexibility in program implementation, provided staff support, and recruited qualified staff. The report's appendices describe the study approach and methodology and summarize programs that were not selected as case study sites. (JDD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01