Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Developing Problem‐Solving Ability in Slow Learning Elementary Students *

Developing Problem‐Solving Ability in Slow Learning Elementary Students * LEARNER THEBUTTE PROGRAM Students who fall into the slow-learner category continue to pose a challenge to many school systems across the nation. Placed into a regular classroom, slow learners usually experience continual daily failure. They become academically stagnant and fall farther and farther behind in their studies each year. Their attendance becomes increasingly poor and many eventually drop out of school as soon as they are able. While in school, they are characterized as troublemakers and discipline problems. When placed in slow-learner classes, they accept the fact that they are slow and resign themselves to staying that way. In either case, their negative selfimage effectively dampens their motivation to exert effort, and apathy sets in. The belief that every student is creative, whether his mental make-up is fast or slow, provided the impetus for School District #1 in Butte, Montana to sponsor a new and unique approach to elementary education. That is, the assumption was made that if, in fact, it is the highly creative students who are not "reached" by conventional methods and who therefore appear to be unintelligent on the basis of conventional tests, then perhaps a creative approach might succeed where the traditional approach has http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The Journal of Creative Behavior Wiley

Developing Problem‐Solving Ability in Slow Learning Elementary Students *

The Journal of Creative Behavior , Volume 3 (4) – Oct 1, 1969

Loading next page...
 
/lp/wiley/developing-problem-solving-ability-in-slow-learning-elementary-IPmxzF94du

References (0)

References for this paper are not available at this time. We will be adding them shortly, thank you for your patience.

Publisher
Wiley
Copyright
1969 Creative Education Foundation
ISSN
0022-0175
eISSN
2162-6057
DOI
10.1002/j.2162-6057.1969.tb00062.x
Publisher site
See Article on Publisher Site

Abstract

LEARNER THEBUTTE PROGRAM Students who fall into the slow-learner category continue to pose a challenge to many school systems across the nation. Placed into a regular classroom, slow learners usually experience continual daily failure. They become academically stagnant and fall farther and farther behind in their studies each year. Their attendance becomes increasingly poor and many eventually drop out of school as soon as they are able. While in school, they are characterized as troublemakers and discipline problems. When placed in slow-learner classes, they accept the fact that they are slow and resign themselves to staying that way. In either case, their negative selfimage effectively dampens their motivation to exert effort, and apathy sets in. The belief that every student is creative, whether his mental make-up is fast or slow, provided the impetus for School District #1 in Butte, Montana to sponsor a new and unique approach to elementary education. That is, the assumption was made that if, in fact, it is the highly creative students who are not "reached" by conventional methods and who therefore appear to be unintelligent on the basis of conventional tests, then perhaps a creative approach might succeed where the traditional approach has

Journal

The Journal of Creative BehaviorWiley

Published: Oct 1, 1969

There are no references for this article.