Point-Counterpoint: The Positive Side of Pull-Out Programs and The Ineffectiveness of the Pull-Out Program Model in Gifted Education: A Minority Perspective.

Autor/inn/en	Renzulli, Joseph S.; VanTassel-Baska, Joyce
Titel	Point-Counterpoint: The Positive Side of Pull-Out Programs and The Ineffectiveness of the Pull-Out Program Model in Gifted Education: A Minority Perspective.
Quelle	In: Journal for the Education of the Gifted, 10 (1987) 4, S.245-69Infoseite zur Zeitschrift Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
Schlagwörter	Stellungnahme; Acceleration (Education); Curriculum Design; Curriculum Enrichment; Curriculum Evaluation; Educational Planning; Elementary Education; Gifted; Grouping (Instructional Purposes); Program Evaluation; Resource Room Programs + Suchen Sie Ihr Suchwort? Acceleration; Beschleunigung; Lehrplangestaltung; Curriculum revision; Curriculumreform; Curriculum; Lehrplan; Reform; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Bildungsplanung; Elementarunterricht; Begabter, Hoch Begabter; Grouping; Gruppenbildung; Programme evaluation; Programmevaluation
Abstract	Joe Renzulli asserts that pull-out programs for gifted elementary school children that reflect horizontal enrichment and vertical acceleration can provide flexibility and enable radical departures from the regular curriculum. Joyce VanTassel-Baska counters that current pull-out programs are inadequately planned, provide insufficient time, are inherently divisive, and focus on transitory experiences. (VW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01