Affirmative Development: Cultivating Academic Ability. Critical Issues in Contemporary American Education Series

Sonst. Personen	Gordon, Edmund W. (Hrsg.); Bridglall, Beatrice L. (Hrsg.)
Titel	Affirmative Development: Cultivating Academic Ability. Critical Issues in Contemporary American Education Series
Quelle	(2006), (310 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-7425-1659-8
Schlagwörter	Academic Ability; Academic Achievement; Affirmative Action; Nature Nurture Controversy; Socialization; Intelligence; Cultural Context; Curriculum; Individual Development; Influences; Cognitive Processes; Affective Behavior; Educational Environment; Differences; Academic Aptitude + Suchen Sie Ihr Suchwort? Schulleistung; Umweltdebatte; Socialisation; Sozialisation; Intelligenz; Klugheit; Curricula; Lehrplan; Rahmenplan; Individuelle Entwicklung; Influence; Einfluss; Einflussfaktor; Cognitive process; Kognitiver Prozess; Affective disturbance; Active behaviour; Affektive Störung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Unterscheiden
Abstract	According to Gordon and Bridglall, the ability to learn is more of a developed human capacity than a fixed aptitude with which one is born. They argue that the emergence of academic ability is associated with exposure to specialized cultures that privilege the attitudes, knowledge, and skills that schools reward. Children who are born to and raised in these cultures tend to do well in school, while those who are not exposed to such cultures tend seldom rise to high levels of academic achievement. Through a collection of interesting essays, this book attempts to address how people can deliberately develop academic ability in those children who are not raised under conditions that predispose them to develop high levels of academic ability. This book is divided into two parts. Part I: Affirmative Action and Affirmative Development, contains the following chapters: Chapter (1) Toward the Development of Intellective Character (James G. Greeno); (2) Intellective Competence: The Universal Currency in Technologically Advanced Societies (Edmund W. Gordon); (3) Intelligence as a Socialized Phenomenon (Robert J. Sternberg, Elena L. Grigorenko and Beatrice L. Bridglall); (4) Affirmative Development as an Alternative to Affirmative Action (Beatrice L. Bridglall); (5) Meritocracy and the Opportunity to Learn (Aundra Saa Meroe); and (6) Cultural Experience, Academic Cultures and Academic Ability (Edmund W. Gordon). Part II: Affirmative Development of Academic Ability, contains: (7) The Curriculum and Its Functions (Edmund W. Gordon); (8) The Teaching and Learning of Intellective Competence (Carol D. Lee); (9) Psychosocial Processes in the Cultivation of Intellective Competence: The Interpenetration of Affective, Cognitive, and Situative Processes in Intellective Behavior (Rodolfo Mendoza-Denton and Joshua A. Aronson); (10) Politicalization: A Neglected Pedagogical Process (Edmund W. Gordon); (11) The Problem of Transfer and Adaptability: Applying the Learning Sciences to the Challenge of the Achievement Gap (Howard T. Everson); and (12) Task Force Report on the Affirmative Development of Academic Ability: All Students Reaching the Top: Strategies for Closing Academic Achievement Gaps. (ERIC).
Anmerkungen	Rowman & Littlefield Publishers, Inc. 15200 NBN Way, P.O. Box 191, Blue Ridge Summit, PA 17214-0191. Tel: 800-462-6420; Fax: 800-338-4550; e-mail: custserv@rowman.com; Web site: http://www.rowmanlittlefield.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10