Affirmative Development: Cultivating Academic Ability
Edmund W. Gordon, Beatrice L. Bridglall
Rowman & Littlefield, 2007 - Education - 298 pages
According to Gordon and Bridglall, the ability to learn is more of a developed human capacity than a fixed aptitude with which one is born. They argue that the emergence of academic ability is associated with exposure to specialized cultures that privilege the attitudes, knowledge, and skills that schools reward. Children who are born to and raised in these cultures tend to do well in school, while those who are not exposed to such cultures tend seldom rise to high levels of academic achievement. Through a collection of interesting essays, Affirmative Development: Cultivating Academic Ability attempts to address how we can deliberately develop academic ability in those children who are not raised under conditions that predispose them to develop high levels of academic ability.
What people are saying - Write a review
We haven't found any reviews in the usual places.
Intellective Competence The Universal Currency in Technologically Advanced Societies
Toward the Development of Intellective Character
Intelligence as a Socialized Phenomenon
Affirmative Development as an Alternative to Affirmative Action
Meritocracy and the Opportunity to Learn
Cultural Experience Academic Cultures and Academic Ability
The Curriculum and Its Functions
The Teaching and Learning of Intellective Competence
Psychosocial Processes in the Cultivation of Intellective Competence The Interpenetration of Affective Cognitive and Situative Processes in Intellectiv...
Politicalization A Neglected Pedagogical Process
The Problem of Transfer and Adaptability Applying the Learning Sciences to the Challenge of the Achievement Gap
Task Force Report on the Affirmative Development of Academic Ability All Students Reaching the Top Strategies for Closing Academic Achieveme...
Key Terms and Definitions
About the Editors and Contributors
Other editions - View all
academic ability academic achievement achievement gap activity affirmative action affirmative development African African-American Algebra Project American argue assessment behavior black students Bransford Bridglall Cambridge challenges classroom cognitive College Board concepts construct context critical critical literacy critical pedagogy cultural curriculum development development of academic dispositions diversity Edmund W effort engage environment equality equality of outcome Erlbaum ethnic example experience feedback function genetic goals Gordon Grigorenko heritability high-achieving human identities implications important individual institutions instruction intellective competence intelligence interaction Journalof justice knowledge Latino learner literacy mathematics meritocracy metacognitive minority students National needs one's opportunities participation pedagogical person perspective position practice programs psychology question race racial relevant scores skills social society stereotype threat Sternberg strategies suggests tacit knowledge tasks teachers teaching and learning theory thinking tion transfer of learning understanding University Press York