How can we design schools that energetically promote intellectual development while also attending to the social, emotional, and ethical growth of students? In today’s frenzied climate of accountability driven school reform it is difficult to establish anything more than achievement of superficial knowledge and skill. Fortunately, there is a vibrant example of holistic, student-centered education that engenders dynamic, multidimensional student growth. The Roeper School enables students to develop strong intrinsic motivation as they discover aspirations and develop talents consistent with those aspirations. Simultaneously, from a very young age students take considerable responsibility for their own actions and for the processes that go on in their school. Following the Roeper philosophy each student generates a long-term sense of purposeful direction, a strong sense of intrapersonal awareness, impressive creative and critical thinking skills, and a finely tuned sense of ethical responsibility. Upon graduation Roeper students are well prepared to find or create highly productive niches in the world of work and rewarding personal lives while serving as mature, ethical citizens of a complex, 21st-century, globalized society. This book includes descriptions of the multidimensional education the Roeper School provides. The perspectives in the volume are diverse, coming from leading researchers and theorists in the field of gifted education as well as teachers, administrators, alumni, and current students from the school itself. Overall, the book provides a beacon of hope for 21st-century education.
Acknowledgements; Part I Introduction: Facets on the Gem: Brilliance Shining Through a Special School for the Gifted; Part II The History and Philosophy of the School Constancy and Change in Progressive Education: The Roeper Philosophy of Self Actualization and Interdependence; The Roeper Philosophy; Growing Deep Community Roots; Empowering the Gifted and Intense Child; “The Most Exciting Meetings”: An Interview with Annemarie Roeper and A. Harry Passow; Nurturing the Gifted Child or Developing Talent? Resolving a Paradox; In Their Own Words: Students Refl ect on the Roeper Difference; How Is Roeper Different?; Roeper Alumni Refl ect on Lasting Lessons; A Personal Tale of Development and Growth: The Inadvertent Infl uence of the Roeper School on a Scholar; Part III Curriculum and Programs Differentiation in Action: The Integrated Curriculum Model; An Interdisciplinary Journey; Social Justice in an Early Childhood Classroom; A View from the Preschool Classroom: The Child’s Role in Creating a Socially Just Community; Standards and Balanced Assessments: Relationships to the Roeper School’s Philosophy and Practices; College Counseling and the Gifted Student; Next Steps for Roeper School: Evaluation and Research; Part IV Emergent, Democratic Leadership Developing Leadership Capacity in Gifted Students for the Present and the Future; Emerging Leaders: Believing in Children and Building Leadership Capacity Over Time; Leadership at the Roeper School; Leadership at the Roeper School Through the Eyes of an Insider; Process and Voice; Observations on Governance at the Roeper School; Part V Looking Forward: A Most Unusual, Thought-Provoking, Time-Transcendent School The Roeper School in the 21st Century: Trends, Issues, Challenges, and Opportunities; The Roeper School from 12 Years Out: Refl ections of a 2001 Graduate; Contributors; Subject Index.
The Roeper School provides an example for those who want to help students become purposeful, ethical, self-fulfilled high achievers.
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