The Call for Raising Standards: Promising Responses

2002 ◽  
Vol 25 (2) ◽  
pp. 57-61
Author(s):  
Lee Alvoid
Keyword(s):  
High School ◽  
Gifted And Talented ◽  
School Principal ◽  
High School Principal ◽  
The Status ◽  
Talented Students

What is the status of ambitious national recommendations designed to develop the talent of our brightest students? Have states, districts, and individual schools taken action? Are we much further along as a nation in raising the expectation level for gifted and talented students? As a former middle and high school principal, I have pictures of specific students in mind when I contemplate these answers. There has been progress, but not nearly enough has been accomplished.

The Status of the New England High-School Principal

1924 ◽  
Vol 32 (5) ◽  
pp. 371-379
Author(s):  
Walter Ballou Jacobs
Keyword(s):  
High School ◽  
New England ◽  
School Principal ◽  
High School Principal ◽  
The Status

COMMUNICATION

PEDIATRICS ◽  
1978 ◽  
Vol 61 (1) ◽  
pp. 76-76
Author(s):  
Keyword(s):  
High School ◽  
School Principal ◽  
High School Principal ◽  
Foreign Languages ◽  
Gifted Child ◽  
Learning Program ◽  
Individualized Learning ◽  
County Fairs ◽  
Objective Being ◽  
Major Emphasis

Here is . . . part of a message a Houston high school principal recently sent to the parent of a pupil: "Our school's cross-graded multi-ethnic, individualized learning program is designed to enhance the concept of an open-ended learning program with emphasis on a continuum of multi-ethnic, academically enriched learning using the identified intellectually gifted child as the agent or director of his own learning. "Major emphasis is on cross-graded, multi-ethnic learning with the main objective being to learn respect for the uniqueness of a person." The parent wrote back. "I have a college degree, speak two foreign languages and four Indian dialects, have been to a number of county fairs and three goat ropings, but I haven't th Submitted by Studente faintest idea as to what the hell you are talking about. Do you?"

OC Teachers Take Their Learning to Other Schools

2001 ◽  
Author(s):  
Judy Smith ◽  
Mimi Wilson
Keyword(s):  
High School ◽  
South Carolina ◽  
School Principal ◽  
High School Principal ◽  
School Restructuring ◽  
Public High School ◽  
Coalition Of Essential Schools ◽  
Grade Teacher ◽  
Flexible Schedules ◽  
Basic Philosophy

In 1977, when the OC program was brand-new, and for a number of years thereafter, we shared the excitement and the work, both as parents and as teachers. We are now living in different states, working in very different kinds of schools. Judy is a high school principal in a large public high school in Washington State. Mimi is a fourth-grade teacher in an independent school in South Carolina that is associated with a major school-restructuring initiative (the Coalition of Essential Schools). In our efforts to contribute to reform in our classrooms and schools, we find that we are returning, about 20 years later, to the basic philosophy that directed our OC experience. In many ways, what we learned in the OC, both in terms of instructional practices and in terms of change processes, is giving us the confidence we need to proceed in our new settings. Personal experiences and the general principles of the OC—along with increasingly compelling research about how children learn that questions the way schools are traditionally organized and how we think about curriculum and instruction—have helped us organize and promote new programs on both sides of the country. The changes we are working on are not simple ones. We are looking at ways to integrate across disciplines, combining English, physics, and history into an integrated block. Instead of chopping school days into isolated blocks of time, we are exploring ways of lengthening these blocks of time and trying more flexible schedules. We are looking at designing work for children that covers fewer things in greater depth, through more focused inquiry. Believing that children will learn better if they can make connections, we seek ways to challenge students not just to memorize material but to apply it as well. We are working to make it possible for individual students to carry out research and to present their work before a critical audience. These changes have the potential to challenge the sacrosanct purpose of most schools: to prepare students for the next level and to get them into colleges.

A School-Based Programme for Gifted and Talented Students

1984 ◽  
Vol 2 (2) ◽  
pp. 134-137
Author(s):  
Malcolm Washbourne
Keyword(s):  
High School ◽  
Hypothesis Testing ◽  
Gifted And Talented ◽  
School Curriculum ◽  
Individual Learning ◽  
Senior High School ◽  
School Based ◽  
Talented Students

The paper describes curriculum extension projects in science in a senior high school. Individual extension projects are developed from the base of the school curriculum but extend into broader, more unusual areas according to the individual's particular interest. However, concentrating on extension into breadth also necessitates working in depth, and all work progresses on the basis of hypothesis testing and the development of the necessary skills needed to tackle the task. Pupils discuss their intended goals, draw up a plan of action and contract to complete the task. The overall aim of the teacher is to be a guide and to encourage the pupil to develop an autonomous and individual learning programme and style of working.

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