Title: Pursuing a Talent Development Approach to Education: Samplings from Howard University CRESPAR.
Abstract: This special issue of the Journal of Negro Education features some of the work of researchers from the Center for Research on the Education of Students Placed At-Risk (CRESPAR) at Howard University. CRESPAR is a collaborative effort between Johns Hopkins University and Howard University with funding from the Office of Educational Research and Improvement, U.S. Department of Education. The general aim of this collaboration is to conduct research and development in comprehensive school reform. The stated mission of Howard University CRESPAR is to research, develop, evaluate and disseminate school and programs and practices that will ensure each child achieves his or her full potential. Five projects have been initiated in pursuit of this mission. Two large-scale projects focus on developing and testing comprehensive models for elementary and secondary school reform. Three smaller projects allow for more concentrated research and development in the areas of professional development of classroom teachers, classroom assessment and evaluation strategies and practices, and the social and emotional competence promotion of elementary school children. Although these projects differ in their scope, foci, and methods, they are bound by the Talent Development philosophy and its four key principles (Boykin, 2000). This philosophy holds that children can learn to high standards when there is a supportive environment, when high expectations are held by all stakeholders, and when there is clear accountability on the part of students, staff, families and the community (Boykin, 2000, p. 7. The principles derived from this philosophy include: 1. Promotion of Multiple Outcomes: Academic success must be placed in the context of economically and personally valued skills, broad-range intellectual competence, social/emotional proficiency (including character and leadership development), and social responsibility, cultural empowerment, and positive life transformations. Educational processes and outcomes should enhance the lives of students and their families, the school climate, the professional lives of faculty and staff, and the communities served by the school. 2. Integrity-based social ethos: Educational stakeholders must hold high expectations for themselves and others, take responsibility for the educational process and outcomes, emphasize voice and choice among participants in this process, build on assets and draw on existing knowledge, competencies, and understandings to encourage student's optimal development. 3. Co-construction: The social and cultural dynamics of students, families, teachers and other school personnel that affect learning must be respected to ensure that these stakeholders have authentic input in the learning process. …
Publication Year: 2001
Publication Date: 2001-01-01
Language: en
Type: article
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Cited By Count: 3
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