Challenging the Whole Child by Marge Scherer

By Marge Scherer

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S. economy has grown overall, large sectors have moved irreversibly to other parts of the world. The overarching reality is that in today’s world, a global marketplace of ideas exists in every field, including education. No nation has a patent on excellence. All are striving to modernize their education systems to meet the demands of the global knowledge economy and produce a new global skill set. The United States has much to offer in these discussions—from its research on child development, to its institutional and instructional innovations, to its more “creative” culture.

Create a means for documenting and sharing effective school organizational and instructional practices through clearinghouses and networks that enable schools to learn from one another, like the school networks established by reformers in New York City and Boston. • One crucial aspect of the governance problem is the extent to which the education system relies on bureaucratic accountability—that is, on regulations that prescribe and manage what schools do—or, alternatively, on professional accountability, which strives to develop knowledgeable educators who can be trusted to make responsible decisions about practice.

S. (1998). A rising tide lifts all ships: Developing the gifts and talents of all students. Storrs: Neag Center for Gifted Education and Talent Development, University of Connecticut. html Renzulli, J. , & Reis, S. M. (1985). The schoolwide enrichment model: A comprehensive plan for educational excellence. Mansfield Center, CT: Creative Learning Press. Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: ASCD. Wiggins, G. , & McTighe, J.

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