Excellence for All. 6
By: 4 0 16 [, ] | [, ] |
Contributor(s): Dept. of Supervision and Curriculum Development. Association for Supervision and Curriculum Development.;National Education Association of the United States 5 6 [] |
Language: Unknown language code Summary language: Unknown language code Original language: Unknown language code Series: ; Washington, D.C. : Department of Supervision and Curriculum Development, N.E.A., 200846Edition: Description: 24 cm. 14 - 19 p. : illContent type: text Media type: 2 Carrier type: volumeISBN: ISSN: 2Other title: 6 []Uniform titles: | | Subject(s): -- 2 -- 0 -- -- | -- 2 -- 0 -- 6 -- | 2 0 -- | -- -- 20 -- | | -- -- School Culture;Academically Gifted -- Instructional Leadership -- -- Educational Change | -- -- -- 20 -- --Genre/Form: -- 2 -- Additional physical formats: DDC classification: | LOC classification: | L11 .Ed83el | 2Other classification:| Item type | Current location | Home library | Collection | Call number | Status | Date due | Barcode | Item holds |
|---|---|---|---|---|---|---|---|---|
| Book | PLM | PLM Periodicals Section | Periodicals | L11.Ed83el (Browse shelf) | Available | PER1216F |
ABSTRACT: The way we define excellence dictates the way we achieve it. The author looks at four models of excellence that operate in schools today. The first looks only at the lowest-performing students, focusing all resources on getting these students to score above proficient on standardized tests so that the school will be in compliance with NCLB. The second lavishes its attention on the highest-performing students in an effort to get more graduates into prestigious colleges. The third focuses on the middle, celebrating social and intellectual conformity. The fourth looks only at the statistical average in an attempt to compare favorably with other schools in the area. The author proposes a better model for achieving excellence, which is to focus on excellence for all students in not only the traditional three R's (reading, writing, and arithmetic) but also the other three R's (reasoning, resilience, and responsibility). 56
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