Literaturnachweis - Detailanzeige
| Autor/inn/en | Tofel-Grehl, Colby; Feldon, David F.; Callahan, Carolyn M. |
|---|---|
| Titel | Impacts of Learning Standards and Testing on Gifted Learners in STEM Schools: A Multilevel Analytic Induction |
| Quelle | In: Roeper Review, 40 (2018) 2, S.130-138 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0278-3193 |
| DOI | 10.1080/02783193.2018.1434714 |
| Schlagwörter | Academic Standards; Accountability; Testing; Academically Gifted; STEM Education; Special Schools; Standardized Tests; Student Attitudes; Teacher Attitudes; Administrator Attitudes; Comparative Analysis; Outcomes of Education; Focus Groups; Mixed Methods Research; Observation |
| Abstract | This article shares findings from a multilevel analytic induction of administrators, teachers, and gifted students within specialized science, technology, engineering, and mathematics (STEM) schools about their beliefs regarding the role of standards and standardized tests in the education of gifted learners. Sharing results from a cross-case analysis of six schools, we explore the ways in which student experiences of standards-based learning differ from the perceptions of their teachers and school administrators. We found that there is no consensus across administrators, teachers, and students regarding the impact that standards have in the educational process or on outcomes within specialized STEM schools, though all community members value and seek to create deep learning opportunities for students. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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