Achievement Unlocked: Effective Curriculum Interventions with Low-Income Students

Autor/in	VanTassel-Baska, Joyce
Titel	Achievement Unlocked: Effective Curriculum Interventions with Low-Income Students
Quelle	In: Gifted Child Quarterly, 62 (2018) 1, S.68-82 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-9041
DOI	10.1177/0016986217738565
Schlagwörter	Low Income Students; Intervention; Academic Achievement; Academically Gifted; Educationally Disadvantaged; Poverty; At Risk Students; Integrated Curriculum; Models; Minority Group Students; Cultural Pluralism; Virginia + Suchen Sie Ihr Suchwort? Schulleistung; Armut; Analogiemodell; Kulturpluralismus
Abstract	This article explores the world of curriculum intervention for gifted students from low-income and culturally diverse backgrounds. It delineates both general and specific approaches to practices that can be used in classrooms and beyond. Affective and conative concerns are addressed as they have an impact on motivation and learning. Efforts toward more positive intervention at these levels are both necessary and important to future student success and satisfaction. Breaking the cycle of poverty in respect to educational disadvantages can and should be consistently addressed and overcome. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01