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ERIC Number: EJ775460
Record Type: Journal
Publication Date: 2007-Sep
Pages: 6
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0036-6439
Rigor, Relevance and Relationships
McNulty, Raymond J.; Quaglia, Russell J.
School Administrator, v64 n8 p18-23 Sep 2007
Rigor, relevance, and relationships are three elements that provide the hallmark for education today. These three elements are integrally connected; if one is missing in a teacher's teaching practices, he or she is not doing his or her best to prepare students for success in school and in life. To ensure the inclusion of both rigor and relevance, the International Center created the Rigor/Relevance Framework[TM] in the early 1990s for teachers to use to examine curriculum and plan instruction and assessment. The framework consists of four quadrants that reflect these two dimensions of higher standards and student achievement: (1) "Knowledge taxonomy," which describes the increasingly complex ways in which we think; and (2) Application Model developed by the International Center, which describes five levels of relevant learning. This article describes the strategies on how teachers may increase rigor, relevance, and relationships in their teaching practices.
American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Minnesota; Oregon