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ERIC Number: ED338723
Record Type: RIE
Publication Date: 1991-Mar
Pages: 23
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Models for Teaching Advanced Skills to Educationally Disadvantaged Children.
Means, Barbara; Knapp, Michael S.
This paper summarizes the overall theme of a collection of six papers (each with separate commentary) inspired by research in cognitive psychology. The dominant approaches to instructing educationally disadvantaged children have focused on the teaching of basic skills, with little regard for the more advanced skills of reasoning, problem solving, and independent thinking. This collection of papers focuses on alternative models for teaching the advanced skills of mathematics reasoning, reading comprehension, problem solving, and composition. These models represent a new attitude toward disadvantaged ("at risk") learners. The following major themes underlie these approaches: (1) a new attitude toward the disadvantaged learner emphasizing intellectual strengths and accomplishments and acknowledging cultural differences; (2) reshaping the curriculum for relevance and emphasis on advanced skills; and (3) applying new instructional strategies. Specific recommendations are presented for individual teachers, staff developers, program planners and managers, and school and district administrators. A whole-school perspective will be necessary to implement these ideas. It is noted that these models are relevant for all learners, not merely the educationally disadvantaged. One figure and a 12-item list of references are included. (SLD)
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Education, Washington, DC. Office of Planning, Budget, and Evaluation.
Authoring Institution: SRI International, Menlo Park, CA.; Policy Studies Associates, Inc., Washington, DC.
Identifiers: N/A
Note: In: "Teaching Advanced Skills to Educationally Disadvantaged Students" (see UD 028 249).