Beyond Gifted Education: Designing and Implementing Advanced Academic Programs
Autor Scott J. Peters, Michael S. Matthews, Matthew T. McBee, D. Betsy McCoachen Limba Engleză Paperback – 30 sep 2013
Written by four leading experts in the field, Beyond Gifted Education reviews the current range of traditional gifted education practices and policies. Then, the book offers the concerned gifted program coordinator or school administrator a more expansive approach to educating gifted learners. The authors lead readers through the process of identifying needs, responding with programming, and then finding students who are well-suited for and would benefit from advanced academic programming. Detailed examples walk the reader through real-world scenarios and programs common to the gifted coordinator on topics such as cluster grouping, acceleration, and increasing diversity. Throughout the book, connections are made to Common Core State Standards, Response to Intervention, and a wealth of outside research in order to support ideas.
Preț: 189.69 lei
Preț vechi: 230.76 lei
-18% Nou
Puncte Express: 285
Preț estimativ în valută:
36.30€ • 38.39$ • 30.28£
36.30€ • 38.39$ • 30.28£
Carte tipărită la comandă
Livrare economică 30 decembrie 24 - 13 ianuarie 25
Preluare comenzi: 021 569.72.76
Specificații
ISBN-13: 9781618211217
ISBN-10: 1618211218
Pagini: 244
Dimensiuni: 178 x 254 x 13 mm
Greutate: 0.45 kg
Ediția:1
Editura: Taylor & Francis
Colecția Routledge
Locul publicării:Oxford, United Kingdom
ISBN-10: 1618211218
Pagini: 244
Dimensiuni: 178 x 254 x 13 mm
Greutate: 0.45 kg
Ediția:1
Editura: Taylor & Francis
Colecția Routledge
Locul publicării:Oxford, United Kingdom
Public țintă
Professional Practice & DevelopmentCuprins
Preface 1 Introduction 2 Identification for What? 3 The Process of Identifying Students in Need of Advanced Academic Programming 4 Total School Cluster Grouping: Illustrative Example 5 Acceleration: Illustrative Example 6 But What About Enrichment? 7 When Addressing Underrepresentation IS the Goal: Illustrative Example 8 Common Pitfalls in Identification 9 An Introduction to Combining Multiple Measures 10 Conclusion References Appendix A: NAGC Pre-K–Grade 12 Gifted Education Programming Standards Appendix B: Code of Fair Testing Practices in Education: Prepared by the Joint Committee on Testing Practices Appendix C: NAGC Position Statement: The Role of Assessments in the Identification of Gifted Students About the Authors.
Notă biografică
Scott J. Peters, Ph.D., is assistant professor of educational foundations at the University of Wisconsin-Whitewater, where he teaches courses related to measurement and assessment, research methodology, and gifted education. He received his Ph.D. from Purdue University specializing in gifted and talented education with secondary areas in applied research methodology and English education. His research work focuses on educational assessment with regard to policy and practice, identification of student exceptionalities—particularly those from low-income or underrepresented groups—and gifted and talented programming outcomes. He has published in Teaching for High Potential, Gifted Child Quarterly, Journal of Advanced Academics, Gifted and Talented International, Gifted Children, Journal of Career and Technical Education Research, Ed Leadership, and Pedagogies. He is the past recipient of the Feldhusen Doctoral Fellowship in Gifted Education, the NAGC Research and Evaluation Network Dissertation Award, the NAGC Doctoral Student of the Year Award, and the UW-Whitewater College of Education Innovation Award. He has served as the assistant program chair and program chair of the AERA Research on Giftedness, Creativity, and Talent SIG, on the board of directors of the Wisconsin Association for Talented and Gifted, and as the National Association for Gifted Children Research and Evaluation network secretary.
Michael S. Matthews, Ph.D., is an assistant professor in the Department of Special Education and Child Development at the University of North Carolina at Charlotte. He previously served as an assistant professor at the University of South Florida in Tampa and as a postdoctoral research fellow at the Duke University Talent Identification Program. Matthews earned his doctoral degree in educational psychology, with a concentration in gifted and creative education, from the University of Georgia. He is a regular presenter at state, national, and international meetings on gifted education. He was the 2006 Program Chair for the special interest group, Research on Giftedness and Talent, of the American Educational Research Association. He serves as a reviewer for several journals, including Gifted Child Quarterly and Journal for the Education of the Gifted. Matthews' research interests include underachievement, science education, and varied issues related to cultural and linguistic diversity in gifted education.
Michael S. Matthews, Ph.D., is an assistant professor in the Department of Special Education and Child Development at the University of North Carolina at Charlotte. He previously served as an assistant professor at the University of South Florida in Tampa and as a postdoctoral research fellow at the Duke University Talent Identification Program. Matthews earned his doctoral degree in educational psychology, with a concentration in gifted and creative education, from the University of Georgia. He is a regular presenter at state, national, and international meetings on gifted education. He was the 2006 Program Chair for the special interest group, Research on Giftedness and Talent, of the American Educational Research Association. He serves as a reviewer for several journals, including Gifted Child Quarterly and Journal for the Education of the Gifted. Matthews' research interests include underachievement, science education, and varied issues related to cultural and linguistic diversity in gifted education.
Descriere
Beyond Gifted Education takes the concerned gifted program coordinator or school administrator through the process of identifying needs, responding with programming, and then finding students who are well-suited for and would benefit from advanced academic programming.