Description
Schools everywhere are concerned with raising standards according to government requirements, particularly for those pupils who could be termed 'more able'. The key challenges revolve around government initiatives such as Every Child Matters, independent learning, inclusion and differentiation, thus making learning effective and successful for all pupils.
The authors of this highly engaging book carried out extensive analysis of 12 key schools, selected for their representation of common challenging educational circumstances including working with children from:
- Multi-lingual and multi-ethnic communities
- Low socio-economic and disadvantaged communities
- Small rural schools and big inner city communities
- Schools with high levels of special educational needs
All the case-study schools subscribe to the educational ethos of creating an environment for all pupils to discover their gifts and talents, and the authors show clearly how these findings can be applied in any school.
Raising the Achievement of All Pupils Within an Inclusive Setting describes the strategies that have been developed to provide equal opportunities for all pupils, whilst accommodating different individual needs and rates of development. A major focus is on identifying and resolving underachievement in schools.
Drawing upon intensive interviews with staff, pupils, parents and governors, the authors provide practical guidance for successfully raising motivation, achievement and educational standards in any school environment.
Teachers, Gifted and Talented Co-ordinators and school leaders seeking guidance and inspiration from real-life schools will benefit from the down-to-earth, achievable advice offered in this book.
Table of Contents
@contents: Selected Contents: Introduction Chapter 1 Raising the achievement of all pupils within an inclusive setting (Belle Wallace) Chapter 2 Social and emotional needs of gifted and talented underachievers (Sue Leyden) Chapter 3 Gifted and talented children with special educational needs - lifting underachievement in dual and multiple exceptionalities (Diane Montgomery) Chapter 4 Providing challenging opportunities in the classroom (Carrie Winstanley) Chapter 5 Defining a research community (Michael Pomerantz) Chapter 6 Organisational strategies: Leadership and curriculum provision (Sally Fitton) Conclusion and personal reflection
