Accounting for What Counts

Autor/inn/en	Milner, Joseph O.; Ferran, Joan E.; Martin, Katharine Y.
Titel	Accounting for What Counts
Quelle	In: Clearing House: A Journal of Educational Strategies, Issues and Ideas, 77 (2003) 2, S.62-66 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-8655
Schlagwörter	Evaluators; Special Schools; Residential Programs; Instruction; Tests; Grade 12; Creative Thinking; Perspective Taking; Multiple Intelligences; Educational Assessment; Abstract Reasoning; Decision Making; Moral Values; Pretests Posttests; Individual Development; Self Disclosure (Individuals); North Carolina + Suchen Sie Ihr Suchwort? Special school; Sonderschule; Sozialer Wohnungsbau; Teaching process; Unterrichtsprozess; Examination; Prüfung; Examen; School year 12; 12. Schuljahr; Schuljahr 12; Kreatives Denken; Zukunftsperspektive; Intelligenz (Psy); Education; assessment; Bewertungssystem; Abstraktes Denken; Denken; Decision-making; Entscheidungsfindung; Moral value; Ethischer Wert; Individuelle Entwicklung
Abstract	No Child Left Behind legislation makes it clear that outside evaluators determine what gets taught in the classroom. It is important to ensure they measure what truly counts in school. This fact is poignantly and sadly true for the under funded, poorly resourced, "low performing" schools that may be hammered by administration accountants in the near future. However, the discrepancy between teaching and testing is equally important for high performing special schools, such as the North Carolina Governor's School. In this article, the authors evaluate the effectiveness of the North Carolina Governor's School curriculum--a 6-week residential program that gives students an opportunity to deepen and expand their academic knowledge through exposure to new points of view and divergent ways of thinking. The results of the study, which was composed of three studies that assessed the students' cognitive power, moral growth, and life possibilities awareness and openness expansion, yielded results that indicated a significant change in the student's mental lives. Overall, these studies suggest that the Governor's School program promoted a significant increase in students' logical reasoning and changed their sense of their futures. (Contains 1 table and 5 figures.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10