The Acceleration Imperative: A Plan to Address Elementary Students' Unfinished Learning in the Wake of COVID-19. Version 1.0

Autor/inn/en	Davidson, Barbara; Woodward, Greg
Institution	Thomas B. Fordham Institute
Titel	The Acceleration Imperative: A Plan to Address Elementary Students' Unfinished Learning in the Wake of COVID-19. Version 1.0
Quelle	(2021), (127 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Pandemics; COVID-19; Student Needs; Acceleration (Education); School Culture; Faculty Development; School Safety; Educational Environment; Family Involvement; Curriculum; Educational Quality; Reading Instruction; Writing Instruction; Mathematics Instruction; Science Instruction; Social Studies; Social Emotional Learning; Teaching Methods; Student Evaluation; Students with Disabilities; English Language Learners; Low Income Students; Academically Gifted; Tutoring; Mental Health; Mental Disorders; Access to Health Care + Suchen Sie Ihr Suchwort? Acceleration; Beschleunigung; Schulkultur; Schulleben; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Curricula; Lehrplan; Rahmenplan; Quality of education; Bildungsqualität; Leseunterricht; Schreibunterricht; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Gemeinschaftskunde; Teaching method; Lehrmethode; Unterrichtsmethode; Schulnote; Studentische Bewertung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Förderkonzept; Nachhilfeunterricht; Psychohygiene; Mental illness; Geisteskrankheit
Abstract	In school districts and charter school networks nationwide, instructional leaders are developing plans to address the enormous challenges faced by their students, families, teachers, and staff over the past year. While different communities are resuming in-person learning at their own unique paces, all school leaders have their eyes on the same moment: when everyone can safely be back in school full time. This resource is an open-source, evidence-based document created with input from dozens of current and former chief academic officers, scholars, and others with deep expertise and experience in high-performing, high-poverty elementary schools. It has four key design principles: (1) Many students--especially the youngest children in the highest-need schools--will require extra help coming out of the pandemic, particularly in the form of extended learning time, high-dosage tutoring, and expanded mental-health supports; (2) That extra help should complement, but cannot replace, what students need from schools' core programs, such as high-quality curricula and positive school cultures; (3) To make up for what's been lost, the focus needs to be on acceleration, not remediation. That means devoting the bulk of classroom time to challenging instruction at grade-level or higher, and giving all students access to a rich, high-quality curriculum in English language arts, mathematics, social studies, science, the arts, and more; and (4) Decisions should be guided by high-quality research evidence whenever possible. Included in this document are dozens of specific recommendations that point to hands-on resources. This resource is a living document that will continue to evolve with the input of readers. Practitioners can use it as a starting point or an aid for their own planning purposes. [Register on the CAO Central wiki (https://caocentral.wiki) to add comments to the recommendations and see updated versions of this resource.] (ERIC).
Anmerkungen	Thomas B. Fordham Institute. 1701 K Street NW Suite 1000, Washington, DC 20006. Tel: 202-223-5452; Fax: 202-223-9226; e-mail: thegadfly@fordhaminstitute.org; Web site: https://fordhaminstitute.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01