Tekijä: Christine Finnan; Julie D. Swanson Kustantaja: Taylor & Francis Inc (2000) Saatavuus: | Arvioimme, että tuote lähetetään meiltä noin 1-3 viikossa
Tekijä: Kristen N. Swanson; Kevin Jarrett; Dan Callahan; Hadley J. Ferguson; Kim Sivick; Christine Miles; Michael Ritzius; Leanes Kustantaja: SAGE Publications Inc (2014) Saatavuus: Noin 16-19 arkipäivää
Tekijä: Christine Finnan; Julie D. Swanson Kustantaja: Taylor & Francis Ltd (2019) Saatavuus: | Arvioimme, että tuote lähetetään meiltä noin 1-3 viikossa
Tekijä: Rien Elling; Bas A. Andeweg; Christine Swankhuizen; Jaap de Jong; Kim van der Linden Kustantaja: Wolters-Noordhoff B.V. (2012) Saatavuus: | Arvioimme, että tuote lähetetään meiltä noin 1-3 viikossa
Tekijä: Kristen Swanson; Kevin Jarrett; Dan Callahan; Hadley J. Ferguson; Kim Sivick; Christine Miles; Michael Ritzius; Ann Leaness; Mar Kustantaja: Corwin (2014) Saatavuus: Noin 16-19 arkipäivää
Taylor & Francis Inc Sivumäärä: 208 sivua Asu: Pehmeäkantinen kirja Julkaisuvuosi: 2000, 10.08.2000 (lisätietoa) Kieli: Englanti
Accelerated learning, isn't that just for gifted students? Accelerating the Learning of All Students: Cultivating Culture Change in Schools, Classrooms, and Individuals answers that question while providing a vivid description of what happens at the school, classroom, and individual levels when people attempt to extend efforts to accelerate learning to all students. The book begins with a definition of accelerated learning and provides a vivid description of efforts to accelerate the learning of three populations of students: those identified as gifted, those identified as low-achieving, and all students. The book then examines the assumptions shaping school, classroom, and individual efforts to accelerate the learning of all students. Written by a pair of educators, one trained in gifted and talented education and the other in cultura anthropology, this book provides teachers, parents, administrators, and researchers with insight into why we continue to fail so many students and how we can cultivate change in schools, classrooms, and individuals so that all students receive the enriched, challenging learning experiences typically reserved only for students identified as gifted.