Linking Schools of Thought to Schools of Practice

Autor/inn/en	Hunt, Lucy; Yoshida-Ehrmann, Erin
Titel	Linking Schools of Thought to Schools of Practice
Quelle	In: Gifted Child Today, 39 (2016) 3, S.164-172 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1076-2175
DOI	10.1177/1076217516644650
Schlagwörter	Teaching Methods; Urban Schools; School Districts; Gifted; Educational Legislation; Federal Legislation; Disproportionate Representation; Minority Group Students; Academically Gifted; After School Programs; Enrichment Activities; Grade 2; Grade 3; Grade 4; Grade 5; College School Cooperation; Elementary Schools; Elementary School Students; Elementary Education; Disadvantaged Youth; Program Effectiveness; Program Evaluation; Progressive Education; Montessori Method; Reggio Emilia Approach; Teacher Characteristics; Student Characteristics; Teacher Surveys; Program Implementation; Identification; Talent; Talent Development; California; California (Los Angeles) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Begabter, Hoch Begabter; Bildungsrecht; Schulgesetz; Bundesrecht; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Bereicherungsprogramm; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Elementary school; Grundschule; Volksschule; Elementarunterricht; Benachteiligter Jugendlicher; Programme evaluation; Programmevaluation; Reformpädagogik; Progressive Erziehung; Montessori pedagogics; Montessori-Pädagogik; Reggio-Pädagogik; Identifikation; Identifizierung; Begabung; Hochbegabung; Begabtenförderung; Talentförderung; Kalifornien
Abstract	Project Linking Learning ("Link") was created to target the needs of gifted students in urban school districts with historically underserved populations. Project Linking Learning implemented a linking curriculum between in-class instruction and an afterschool enrichment program for selected students in second through fifth grade. Designed by Dr. Sandra Kaplan as a collaborative endeavor between the University of Southern California, Rossier School of Education, and the Los Angeles Unified School District (LAUSD), this scale-up grant (Jacob J. Javits Grant #5206A090045) targeted elementary schools in diverse, urban neighborhoods with consistently low rates of gifted referral, identification, and program implementation. Intensive training and support was provided to Link teachers to allow them to effectively roll out this novel curriculum, including foundational training on differentiated instruction (e.g., prompts of depth and complexity, research skills, thinking skills, learning centers, independent study, etc.), as well as information on the characteristics of gifted learners and able underachievers from diverse backgrounds. Schools participating in Project Linking Learning experienced a significant increase in the rate of gifted identification over a four-year period of time. Key program concepts and alignment to educational schools of thought are described, as well as takeaways and recommendations for district adaptation and implementation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01