Teaching High Ability Learners in an Authentic Middle School
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| Title: | Teaching High Ability Learners in an Authentic Middle School |
|---|---|
| Language: | English |
| Authors: | Tomlinson, Carol Ann, George, Paul S. |
| Source: | Middle School Journal (J1). May 2004 35(5):7-11. |
| Availability: | National Middle School Association. 4151 Executive Parkway Suite 300, Westerville, OH 43081. Tel: 800-528-6672; Tel: 800-528-6672; Fax: 614-895-4750; e-mail: info@nmsa.org; Web site: http://www.nmsa.org/Publications/MiddleSchoolJournal/tabid/435/Default.aspx |
| Peer Reviewed: | Y |
| Page Count: | 5 |
| Publication Date: | 2004 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Middle Schools |
| Descriptors: | Adolescents, Early Adolescents, Educational Quality, Equal Education, Instructional Leadership, Scaffolding (Teaching Technique), Decision Making, Access to Education, Performance Based Assessment, Educational Indicators, Instructional Development, Teaching Methods |
| ISSN: | 0094-0771 |
| Abstract: | In this article, the author believes that equity and excellence ought simultaneously to govern educational decisions for all students in the middle grades. That is, each student should have access to curriculum that is high level, authentic, meaning-making, expert-focused, and highly relevant to young adolescents. In that way, equity of opportunity belongs to all young adolescents. In addition, each young adolescent--including those who demonstrate advanced academic performance and potential--should have persistent, knowledgeable adult support in maximizing his or her potential. In that way, excellence becomes a barometer of success for each student and his or her teachers. |
| Abstractor: | ERIC |
| Entry Date: | 2007 |
| Access URL: | https://www.nmsa.org/Publications/MiddleSchoolJournal/Articles/May2004/tabid/132/Default.aspx |
| Accession Number: | EJ752810 |
| Database: | ERIC |
| Abstract: | In this article, the author believes that equity and excellence ought simultaneously to govern educational decisions for all students in the middle grades. That is, each student should have access to curriculum that is high level, authentic, meaning-making, expert-focused, and highly relevant to young adolescents. In that way, equity of opportunity belongs to all young adolescents. In addition, each young adolescent--including those who demonstrate advanced academic performance and potential--should have persistent, knowledgeable adult support in maximizing his or her potential. In that way, excellence becomes a barometer of success for each student and his or her teachers. |
|---|---|
| ISSN: | 0094-0771 |
