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CRESPAR Report #3: The Talent Development Middle School Essential Components
|dc.contributor.author||Mac Iver, Douglas J.|
|dc.description||The Center for Research on the Education of Students Placed at Risk (CRESPAR) was established in 1994 and continued until 2004. It was a collaboration between Johns Hopkins University and Howard University. CRESPAR’s mission was to conduct research, development, evaluation, and dissemination of replicable strategies designed to transform schooling for students who were placed at risk due to inadequate institutional responses to such factors as poverty, ethnic minority status, and non-English-speaking home background.||en_US|
|dc.description.abstract||The Talent Development approach to helping greater numbers of students succeed in middle school is based on a belief that all students can learn challenging material if the right types of support are given. The approach draws upon insights from recent research on alternatives to tracking, on the components of effective middle schools, and on clear theories of how to foster the positive relationships and supportive conditions that are so important to middle school adolescents, especially those adolescents placed at risk. This report presents the essential components of the Talent Development framework and describes their initial implementation in Evans Junior High School in Washington, DC and in Central East Middle School in Philadelphia.||en_US|
|dc.description.sponsorship||Office of Educational Research and Improvement, U. S. Department of Education (R-117-D40005)||en_US|
|dc.subject||Center for Research on the Education of Students Placed at Risk||en_US|
|dc.subject||The Talent Development Middle School||en_US|
|dc.title||CRESPAR Report #3: The Talent Development Middle School Essential Components||en_US|
|dc.title.alternative||CRESPAR: Report #3||en_US|
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Center for Social Organization of Schools (CSOS)
Founded more than 50 years ago at Johns Hopkins University, the Center for Social Organization of Schools, now part of the Johns Hopkins School of Education, concentrates its considerable research and development resources on improving low-performing schools and the education they offer their students. The center maintains a staff of full-time sociologists, psychologists, social psychologists, and educators who conduct programmatic research to improve the education system, as well as full-time support staff engaged in developing curricula and providing technical assistance to help schools use the center’s research.