The Access Enrichment Model for an Undergraduate Education Program
Bibliographic Data
| ID | 15413441 |
|---|---|
| Authors | Philip A Baker (University of Winnipeg, corresponding author) |
| Year | 2008 |
| Volume | 23 |
| Issue | 1 |
| Pages | 17-22 |
| Publication date | 2008-08-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Gifted and Talented International (JOURNAL) |
| Journal identifiers | ISSN: 1533-2276 • E-ISSN: 2470-9565 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/15332276.2008.11673509 |
| OpenAlex | W310146150 |
| Language | EN |
| References cited | 4 |
The intent here is to describe an “in-the-trenches” model for preparing teachers for service in a rather specialized field. It is presently operating successfully at the University of Winnipeg, in the Province of Manitoba, Canada and is offered to stimulate and guide enrichment and talent development efforts for pre-service teachers in ACCESS, Alternative Education Programs or their equivalents elsewhere in the world. While recognizing some of the information presented is especially pertinent to one particular situation, the hope is that the shared philosophical perspectives and observations might pique the interest of educators in other post-secondary settings. Perhaps by adapting and building upon the principles and concepts salient to this approach, others may be able develop ways to inject more enrichment and innovation into their own programs
Business · Engineering ethics · Field (mathematics · Mathematics education · Pedagogy · Political science · Public relations · Salient · Service (business · Sociology · Diverse Education Studies and Reforms · Early Childhood Education and Development · Engineering · Psychology · Youth Development and Social Support · Marketing
| Highly cited | No |
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