McLeod / Cropley Fostering Academic Excellence

1. Auflage 2013
ISBN: 978-1-4832-9329-5
Verlag: Elsevier Science & Techn.
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 306 Seiten, Web PDF

This book contains a general introduction to the education of academically able students. It provides a solid background of basic knowledge and a survey of research and theory for educational theorists, student teachers, practising teachers, administrators and planners. It offers insights into relevant practical problems as well as guidelines for classroom practice. The significance of this material is outlined for the various levels of the educational system from the individual classroom to the regional planning level. The book is not, however, designed to offer set answers and pat solutions, but to provide rationale for the creative work of teachers and administrators.

Autoren/Hrsg.

McLeod, J.

Cropley, A.

Inhaltsverzeichnis

1;Front Cover
;1
2;Fostering Academic Excellence;4
3;Copyright Page;5
4;Table of Contents;6
5;Foreword;14
6;Chapter 1. The Case for Fostering Academic Excellence;18
6.1;THE CONCEPT OF "ACADEMIC EXCELLENCE";18
6.2;ATTITUDES TO SPECIAL PROVISION;18
6.3;WHY SPECIAL PROVISION HAS NOT MADE HEADWAY;21
6.4;WHY GIFTED STUDENTS OUGHT TO HAVE SPECIAL PROGRAMS;28
6.5;THE PENDULUM EFFECT;33
6.6;CLOSING REMARKS;35
7;Chapter 2. Defining Academic Excellence;37
7.1;THE DEFINITION OF GIFTEDNESS;37
7.2;THE PSYCHOLOGICAL COMPONENTS OF ACADEMIC EXCELLENCE;41
7.3;EXCELLENCE AS PERSONAL CHARACTERISTICS;45
7.4;EXCELLENCE AS EXCEPTIONAL PERFORMANCE;50
7.5;CLOSING REMARKS;54
8;Chapter 3. Intelligence and Intelligence Tests;56
8.1;THE STRUCTURE OF INTELLIGENCE;56
8.2;THE PROCESS OF INTELLIGENCE;60
8.3;INTELLIGENCE TESTS;63
8.4;PRACTICAL ISSUES IN USING INTELLIGENCE TESTS;65
8.5;CAN INTELLIGENCE BE TAUGHT?;71
8.6;CLOSING REMARKS;73
9;Chapter 4. Creativity, Intelligence and Academic Excellence;75
9.1;EXTENSION OF THE CONCEPT OF INTELLIGENCE;75
9.2;DEFINITION OF CREATIVITY;77
9.3;EXCELLENCE — A COMBINATION OF CREATIVITY AND INTELLIGENCE;80
9.4;NATURE OF THE CREATIVITY-INTELLIGENCE INTERACTION;81
9.5;CREATIVITY AND THE PERSON;83
9.6;SOCIAL FACTORS IN CREATIVITY;88
9.7;CLOSING REMARKS;94
10;Chapter 5. Measuring Creativity;96
10.1;CREATIVITY TESTS;96
10.2;TECHNICAL ISSUES CONCERNING CREATIVITY TESTS;100
10.3;OTHER WAYS OF IDENTIFYING CREATIVITY;109
10.4;CLOSING REMARKS;111
11;Chapter 6. Identifying the Academically Excellent;112
11.1;SPECIAL ISSUES IN THE USE OF TESTS;114
11.2;SPECIFIC IDENTIFICATION INSTRUMENTS AND PROCEDURES;120
11.3;SELECTION STRATEGIES;128
11.4;CLOSING REMARKS;134
12;Chapter 7. Able Underachievers;136
12.1;SPECIAL DISADVANTAGED GROUPS;138
12.2;THE GIFTED HANDICAPPED;145
12.3;SOME PRACTICAL CONSIDERATIONS;150
12.4;CLOSING REMARKS;157
13;Chapter 8. Instructional Strategies and Tactics for Fostering Excellence;158
13.1;GENERAL GOALS OF INSTRUCTION FOR PROMOTING EXCELLENCE;158
13.2;CLASSROOM PRINCIPLES;161
13.3;CLASSROOM ACTIVITIES;167
13.4;INSTRUCTIONAL MATERIALS;171
13.5;CLOSING REMARKS;173
14;Chapter 9. Fostering the Emergence of Creativity;175
14.1;TRAINING CHILDREN TO BE CREATIVE;175
14.2;FOSTERING CREATIVITY IN THE CLASSROOM;179
14.3;THE ROLE OF THE TEACHER;192
14.4;CLOSING REMARKS;195
15;Chapter 10. Computers and Academic Excellence;197
15.1;POSSIBILITIES AND PROSPECTS;197
15.2;APPLYING THE COMPUTER IN THE CLASSROOM;199
15.3;THE COMPUTER AS AN INTELLECTUAL TOOL;205
15.4;EXPERT SYSTEM;209
15.5;CLOSING REMARKS;210
16;Chapter 11. Organizational Approaches in Schools;212
16.1;ACCELERATION AND ENRICHMENT;212
16.2;ACCELERATION;213
16.3;ENRICHMENT;219
16.4;CLOSING REMARKS;226
17;Chapter 12. Measures Outside Traditional Schools;228
17.1;SPECIAL SCHOOLS;228
17.2;SATURDAY CLUBS;230
17.3;COOPERATION WITH THE COMMUNITY;234
17.4;PARENTS;238
17.5;CLOSING REMARKS;243
18;Chapter 13. Systemwide Issues: Planning and Personnel;245
18.1;COMPREHENSIVE PLANNING;247
18.2;STEPS IN PLANNING;250
18.3;PERSONNEL;259
18.4;CLOSING REMARKS;267
19;Epilogue;269
20;References;273
21;Author Index;294
22;Subject Index;300