{"title":"关于学校教育的假设:高等教育的神话","authors":"J. Vantassel-Baska","doi":"10.1177/10762175221110939","DOIUrl":null,"url":null,"abstract":"The author identifies six myths that pervade educational thinking about advanced learning and constrain educational opportunities for gifted students. These myths relate to higher-level thinking, differentiated learning outcomes, accelerated work, limitations on other students, standards, and students from low-income backgrounds. The author concludes that all students deserve to advance their learning, to find their own life themes in whatever creative area they can find or devise.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"45 1","pages":"235 - 237"},"PeriodicalIF":0.0000,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Assumptions About Schooling: The Myths of Advanced Learning\",\"authors\":\"J. Vantassel-Baska\",\"doi\":\"10.1177/10762175221110939\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The author identifies six myths that pervade educational thinking about advanced learning and constrain educational opportunities for gifted students. These myths relate to higher-level thinking, differentiated learning outcomes, accelerated work, limitations on other students, standards, and students from low-income backgrounds. The author concludes that all students deserve to advance their learning, to find their own life themes in whatever creative area they can find or devise.\",\"PeriodicalId\":52204,\"journal\":{\"name\":\"Gifted Child Today\",\"volume\":\"45 1\",\"pages\":\"235 - 237\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2022-09-09\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Gifted Child Today\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1177/10762175221110939\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Gifted Child Today","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/10762175221110939","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"Social Sciences","Score":null,"Total":0}
Assumptions About Schooling: The Myths of Advanced Learning
The author identifies six myths that pervade educational thinking about advanced learning and constrain educational opportunities for gifted students. These myths relate to higher-level thinking, differentiated learning outcomes, accelerated work, limitations on other students, standards, and students from low-income backgrounds. The author concludes that all students deserve to advance their learning, to find their own life themes in whatever creative area they can find or devise.
京公网安备 11010802042870号
京ICP备2023020795号-1
分享
求助内容：
应助结果提醒方式：
扫码关注我们
