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Out of concern that the nation's schools--particularly those working with traditionally underserved populations--are not adequately preparing all students to succeed in college and careers, education policymakers have launched a series of major reform efforts in recent years. To help students meet the new standards, schools will need to provide regular opportunities to practice high-level skills such as solving complex problems, conducting research, communicating in multiple forms, and using new technologies to find, analyze, and evaluate information. This report addresses the issue of equity in the crucial dimensions of: teaching and learning. The authors argue that to ensure equity in access to deeper learning, practices and policies must address the context for education both outside and inside of schools. To inform efforts to prepare greater numbers of students for college, careers, and civic life, first are describe the obstacles that currently prevent schools from delivering high-quality instruction. Next, are examined educational models, structures, and practices that facilitate deeper learning. Finally, the authors take a wider systemic perspective to consider how policy, practice, and research can be aligned to support the development of pedagogy for deeper learning in schools serving students who have been placed at risk of school failure. [For the full report, see ED560802.]

Descriptors: Equal Education, Low Income Students, Educational Quality, Educational Change, Minority Group Students, Teacher Effectiveness, School Effectiveness, Inquiry, Active Learning, Cooperative Learning, Mastery Tests, Performance Based Assessment, Individualized Instruction, Educational Policy, Elementary Secondary Education

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Autor: Noguera, Pedro; Darling-Hammond, Linda; Friedlaender, Diane

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=2754&id=ED560803







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