Academies of Inquiry and Talent Development at the Middle and High School Levels1
This article summarizes research on various aspects of the Schoolwide Enrichment Triad Model and research on eight categorical components of the model carried out over the past 20 years will be presented. These components include: the effectiveness of the model, creative productivity, personal and social development, unhabits, and perhaps most important, love of learning and desire to continue to pursue creative productive work in the future.
Schools for Talent Development: A Practical Plan for Total School Improvement
If leaders of educational reform can agree on only one thing, it is that remedial models for school improvement have failed. Attempts to push up achievement test scores from the bottom through highly prescriptive mastery learning models have frustrated low-achieving students and dragged down the performance of average and high-achieving youngsters. An alternative to the “drill-and-kill” approach is an enrichment-based model that uses high end learning strategies and accelerated content to improve the performance of all students. The Schoolwide Enrichment Model, developed by the Center for Talent Development at the University of Connecticut, is a detailed blueprint for total school improvement. Flexible enough to allow each school to form its own program based on local resources, student populations, school leadership dynamics, faculty strengths, and creativity, this researchsupported model is based on highly successful practices that had their origins in special programs for gifted and talented students. Its major goal is to promote challenging and enjoyable high-end learning across the full range of school types, levels, and demographic differences.
History of Amateurism in Men's Intercollegiate Athletics: The Continuance of a 19th-Century Anachronism in America
Claiming that American intercollegiate athletics are amateur at the end of the 20th century is an anachronism, for colleges in the 19th century took on professional characteristics. The upper-class British concept of amateurism did not work effectively in a more egalitarian and achievement-oriented American society. Hypocrisy resulted when colleges claimed amateurism while accepting such professional practices as hiring professional coaches, allowing athletes to play summer baseball for money, and paying athletes through grants-in-aid. Attempts to preserve amateurism, such as the Graham Plan in the 1930s and the Sanity Code in the 1940s and 1950s, yielded to the professional spirit. Thus, while Americans had generally rejected the upper-class British social hierarchy that fostered amateurism, they retained the name amateur, continuing the hypocrisy that had begun in the previous century.