000			03922nam a22004091i 4500
001			SAGE000011236
005			20250919150626.0
006			m|||||o||d||||||||
007			cr |||||||||||
008			201215s2018 caua fob 001 0 eng d
020			_a9781506316079 (ebook) : _cNo price
035			_a(OCoLC)1021127761
040			_aCaToSAGE _beng _cCaToSAGE _erda _epn _dUtOrBLW
050		4	_aLB1031 _b.Z42 2018
082	0	4	_a371.394
100	1		_aZhao, Yong, _d1965- _eauthor.
245	1	0	_aReach for greatness : _bpersonalizable education for all children / _cYong Zhao.
264		1	_aThousand Oaks : _bCorwin, _c2018.
300			_a1 online resource (101 pages) : _billustrations.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
490	1		_aCorwin impact leadership series
504			_aIncludes bibliographical references and index.
520	8		_aThis Impact Series book by Yong Zhao is This book is about teaching for greatness. Chapter One discusses why education has been led to ignoring passion and strengths. Chapter Two makes the argument, based on current understanding of human abilities, that every child can be great. It also brings research from different disciplines to show where strengths and passions can be found. In Chapter Three, I discuss the human need for becoming great in order to achieve peace with themselves and arrive at authentic happiness. Chapter Four argues that in order to teach for greatness, we need to make education personalizable. Differing from personalized learning fundamentally, Personalizable Education gives students the control over their own learning. Features of Personalizable Education are also discussed. In the last chapter, Chapter Five, I discuss what is needed to realize Personalizable Education for all children. The author decries the standardization of curriculum and over-reliance on closing the Achievement Gap as futile and counterproductive. His examples and stories throughout the book describe practices that have gone awry and, more importantly, that have worked especially with disadvantaged children. He notes' I was lucky, on two fronts. First, I was lucky that my parents or schools did not force me to fix my weaknesses according to whatever their definitions of strengths or weaknesses. They were very forgiving of my weaknesses and appreciative of my various adventures. Second I was lucky that the massive societal transformations in China and the world over the past few decades made it possible for me to use my strengths and interests, just as the fog on Christmas Eve made it possible for Rudolph to change his fate.' The fundamental reason for people to worry about the achievement gaps stems from two assumptions underlying education today. First, there is a set of skills and knowledge everyone must have in order to live a successful life in the world. Second, all children are capable of and interested in acquiring the skills and knowledge at a similar pace. Thus if a child is found be behind others, we must act to help them catch up at any cost. These assumptions are not true any longer. First, changes in society always redefine the value of knowledge and skills. Second, current understandings of human nature and human learning suggest that human beings are differently talented and have different desires and interests.
588			_aDescription based on XML content.
650		0	_aIndividualized instruction.
650		0	_aStudent-centered learning.
650		0	_aStudent participation in curriculum planning.
776	0	8	_iPrint version : _z9781506316093
830		0	_aCorwin impact leadership series.
856	4	0	_3SAGE Knowledge _uhttps://sk.sagepub.com/books/reach-for-greatness
907			_a.b17031801 _b2024-05-14 _c2024-05-07
942			_n0
998			_ae _b2024-05-07 _cm _dz _feng _gcau _y0 _z.b17031801
999			_c669828 _d669828