EXZELLENZ UND EQUITY: NEUE BILDUNGSTHEORETISCHE PERSPEKTIVEN FÜR EIN ALTES SPANNUNGSVERHÄLTNIS.

Autor/inn/en	Stamm, Margrit; Viehhauser, Martin
Titel	EXZELLENZ UND EQUITY: NEUE BILDUNGSTHEORETISCHE PERSPEKTIVEN FÜR EIN ALTES SPANNUNGSVERHÄLTNIS.
Quelle	In: International review of education, (2009) 4, S.415-435Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-009-9135-2
Schlagwörter	Deliberate Practice; Equity Policy; Tense Relationship; Accelerate Learning; Gift Minority Student
Abstract	Abstract EXCELLENCE AND EQUITY: APPLYING NEW PERSPECTIVES IN THE THEORY OF EDUCATION TO A TRADITIONALLY TENSE RELATIONSHIP – The majority of international assessments of school performance, as well as the international standards-based education reform focus on optimising the skills of children who perform poorly in school. This article, however, places the focus on the top␣performers (“excellence”) and links this with the theory of equal opportunities (“equity”). The article follows two main lines of argument. The argument relating to the theory of education deems the achievement of equal opportunities and equity likely only if and when all children start from an equal position and are then allowed to develop unequally and appropriately, according to their individual talents. The second argument highlights the tense relationship between excellence and equity with regard to school children’s varying home backgrounds, and asks how intellectual potential can best be discovered and encouraged. At the same time, the article demonstrates that the concept of accelerated learning, in differentiating between individuals within homogenous groups of learners, opens up a number of interesting perspectives and can ultimately redress the tense relationship between excellence and equity.
Erfasst von	OLC
Update	2023/2/05