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The Roeper School

A Model for Holistic Development of High Ability

  • Don Ambrose
  • Bharath Sriraman
  • Tracy L. Cross

Part of the Advances in Creativity and Giftedness book series (ACAG, volume 4)

Table of contents

  1. Front Matter
    Pages i-x
  2. Introduction

    1. Front Matter
      Pages 1-1
    2. Don Ambrose
      Pages 3-17
  3. The History and Philosophy of the School

    1. Front Matter
      Pages 19-19
    2. George Roeper, Annemarie Roeper
      Pages 43-50
    3. Cathy Wilmers
      Pages 51-55
    4. Emery Pence
      Pages 57-67
    5. Denita Banks-Sims
      Pages 69-77
    6. Susannah Nichols
      Pages 99-105
    7. Dylan Bennett
      Pages 107-109
    8. Marcia Ruff
      Pages 111-122
    9. Tracy L. Cross
      Pages 123-128
  4. Curriculum and Programs

    1. Front Matter
      Pages 129-129
    2. Joyce Vantassel-Baska
      Pages 131-144
    3. Wendy Mayer
      Pages 145-151
    4. Nancy B. Hertzog, Megan A. Ryan, Nick Gillon
      Pages 153-169
    5. Colleen Shelton
      Pages 171-173
    6. Susan K. Johnsen
      Pages 175-192
    7. Patrick O’Connor
      Pages 193-208
    8. Carolyn M. Callahan
      Pages 209-222
  5. Emergent, Democratic Leadership

    1. Front Matter
      Pages 223-223
    2. Lisa Baker
      Pages 259-263
    3. Emery Pence
      Pages 265-274
    4. David H. Feldman
      Pages 281-283
    5. Douglas Winkworth
      Pages 285-289
  6. Looking Forward

    1. Front Matter
      Pages 291-291
    2. Don Ambrose
      Pages 293-316
    3. Daniel Faichney
      Pages 317-321
  7. Back Matter
    Pages 323-339

About this book

Introduction

How can we design schools that energetically promote intellectual development while also attending to the social, emotional, and ethical growth of students? In today’s frenzied climate of accountability driven school reform it is difficult to establish anything more than achievement of superficial knowledge and skill. Fortunately, there is a vibrant example of holistic, student-centered education that engenders dynamic, multidimensional student growth. The Roeper School enables students to develop strong intrinsic motivation as they discover aspirations and develop talents consistent with those aspirations. Simultaneously, from a very young age students take considerable responsibility for their own actions and for the processes that go on in their school. Following the Roeper philosophy each student generates a long-term sense of purposeful direction, a strong sense of intrapersonal awareness, impressive creative and critical thinking skills, and a finely tuned sense of ethical responsibility. Upon graduation Roeper students are well prepared to find or create highly productive niches in the world of work and rewarding personal lives while serving as mature, ethical citizens of a complex, 21st-century, globalized society. This book includes descriptions of the multidimensional education the Roeper School provides. The perspectives in the volume are diverse, coming from leading researchers and theorists in the field of gifted education as well as teachers, administrators, alumni, and current students from the school itself. Overall, the book provides a beacon of hope for 21st-century education.

Keywords

Emotional development Ethics Gifted education Social development Student centered

Editors and affiliations

  • Don Ambrose
    • 1
  • Bharath Sriraman
    • 2
  • Tracy L. Cross
    • 3
  1. 1.Rider UniversityLawrencevilleUSA
  2. 2.The University of MontanaMissoulaUSA
  3. 3.College of William & MaryWilliamsburgUSA

Bibliographic information