By Andrew S. Rosen
On university campuses national, luxurious and studying cross hand-in-hand, protecting the associated fee tag for larger schooling out of achieve for lots of americans. schooling innovator, and chairman and CEO of Kaplan, Inc., Andrew S. Rosen examines today’s resort-style campus, delivering inspiring strategies for preventing the spending spirals and making collage reasonable for all.
Despite the monetary crunch, many American universities became strangely lavish over the last decade, delivering state of the art activity amenities, bistro-style eating, striking place of dwelling halls that rival tremendous lodges, and “free” facilities resembling Kindles, let alone multi-million-dollar stadiums and coaches’ salaries beginning within the excessive six figures. Showcasing those striking campuses, “Club College” captures the hot fiscal types of upper schooling, which frequently divert money from lecturers to realize a aggressive aspect in attracting an elite crew of scholars. in this interesting journey, Andrew S. Rosen proposes daring new possible choices that attention our nation’s money on learning.
Poised to spark a discussion approximately our nation’s larger schooling method, “Club College” makes the school room the center piece of faculty once more, starting doorways to careers for a wide variety of gifted individuals—arguably our best fiscal asset.
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Extra resources for Club College: Why So Many Universities Look Like Resorts
It conflates two key concepts in gifted education in China: the statistical meaning of being ‘relatively superior to most normal children’ and the role of God-given talent. ‘Gifted’ in Chinese, ‘tian cai’, means ‘the gods’ bestowal upon man’ (Shi and Zha 2000: 758). Historical inequity, colonial rules, political struggles, civil unrest and lack of funding have dominated educational development in Africa and Latin America over the last century and the notion of singling out a small group for special treatment is reminiscent of elitist practices of the past (Taylor and Kokot 2000: 803).
Yet we do hold a pervasive, insidious bias when it comes to talent development. All gifts are equal, we seem to say, but some gifts are more equal than others. […] Our bias becomes apparent, however, when the children’s precocity is sited in the cognitive domain. (Gross 1999: 3) Many Asian societies account for individual differences and high ability through effort, with an emphasis on ‘teacher skill and pupil diligence’. These countries tend to develop programmes with aims of economic development and of maximising the nation’s human resources.
They exist as tangible entities within the individual. Theories and models assume a right and wrong posture about the teaching and learning process and are based on the principle of diagnosis – the goal of which is to document defects – and cure. Thus, categorisation and segregation are supported within the education system. However, while this diagnosis forms the basis for intervention, responsibility for the ‘cure’ is placed on the learner. Learning in the reductionist paradigm is an individual endeavour.