Ann Robinson, Bruce M. Shore, Donna Enersen

Best Practices in Gifted Education (eBook, ePUB)

An Evidence-Based Guide

• Format: ePub

Produktbeschreibung

A gifted education Legacy Award winner, Best Practices in Gifted Education provides concise, up-to-date, research-based advice to educators, administrators, and parents of gifted and talented youth. The 29 practices included in this volume are the result of an extensive examination of educational research on what works with talented youth. The interest in culturally diverse and low-income learners, the means to identify talents, and the need for curriculum that appropriately challenges high-ability youth constitute just a few of the 29 practices.

Each practice is organized into a chapter containing two sections: What We Know and What We Can Do. The first section briefly describes the practice and summarizes the research. The second section suggests what course of action a parent, teacher, or administrator might take at home, in the classroom, or at school. The book is a must-have for those who want a guide that makes a connection between research and practical action in gifted education.

A service publication of the National Association for Gifted Children (Washington, DC). This designation indicates that this book has been jointly developed with NAGC and that this book passes the highest standards of scholarship, research, and practice.

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Produktdetails

• Verlag: Taylor & Francis eBooks
• Seitenzahl: 302
• Erscheinungstermin: 3. September 2021
• Englisch
• ISBN-13: 9781000490688
• Artikelnr.: 62527077

Autorenporträt

Ann Robinson is professor of education and founding director of the Center for Gifted Education at the University of Arkansas at Little Rock. She is a former editor of Gifted Child Quarterly, serves on the board of directors for the National Association for Gifted Children as the finance secretary, and has received the Early Leader and the Early Scholar Awards from the association. In 2004, she and coauthor Sidney Moon received the Gifted Child Quarterly Paper of the Year Award for "The National Study of State and Local Advocacy in Gifted Education." With Shore, Cornell, and Ward, Robinson coauthored Recommended Practices in Gifted Education: A Critical Analysis, identified as one of the 50 most influential works in gifted education by a division of the National Association for Gifted Children. She was a charter board member of the Special Interest Group on Giftedness and Talent of the American Educational Research Association. In 2000, Robinson was recognized as the Purdue University Alumna of Distinction for the College of Education. Her own institution honored her with the University Award for Public Service in 2001. Robinson is the president of the Arkansans for Gifted and Talented Education, the immediate past president of the Arkansas Association of Gifted Education Administrators, and is active in advocacy at the state and national levels. In 2006 she received the NAGC Distinguished Service Award.

Bruce M. Shore is professor of educational psychology in the Faculty of Education at McGill University in Montreal, where he also has served as chair of the department and dean of students. His research has addressed the ways in which gifted students think and learn differently from other students, how the development of giftedness parallels that of expertise, and understanding learning processes in inquiry-driven environments. He and his graduate students currently are focused on such topics as interprofessional education and practice, inquiry in teacher education and undergraduate science education, how research ideas arise, and the identification and evaluation of the outcomes of inquiry-based teaching and learning. He has a bachelor's degree in mathematics and chemistry (with psychology), a teaching diploma in secondary mathematics and science, a master's degree in education from McGill University, and a Ph.D. in educational psychology from The University of Calgary.

Inhaltsangabe

Foreword Acknowledgements Introduction Part I: Home chapter 1 Parent
Involvement chapter 2 Social-Emotional Adjustment and Peer Relations
chapter 3 Students Who Are Twice-Exceptional chapter 4 Gender Differences
chapter 5 Developing Specific Talents chapter 6 Early Literacy Experiences
for Precocious and Emerging Readers chapter 7 Mentors and Mentorships
chapter 8 University-Based Programs Part II: Classroom chapter 9
Encouraging Creativity chapter 10 Multiple Intelligences chapter 11 Higher
Level Thinking chapter 12 Inquiry-Based Learning and Teaching chapter 13
Compacting the Curriculum chapter 14 Flexible Grouping chapter 15
Instructional Technology chapter 16 Using Primary Sources in History
chapter 17 Language Arts Instruction chapter 18 Reading Instruction chapter
19 Science in the Classroom Part III: School chapter 20 Mathematics
Curriculum chapter 21 Arts in the Curriculum chapter 22 Learning Multiple
Languages chapter 23 Career Education chapter 24 School Programs chapter 25
Acceleration chapter 26 Multiple Criteria for Identification chapter 27
Developing Talents in Culturally Diverse Learners chapter 28 Promising
Learners From Low-Income Backgrounds chapter 29 Professional Development
for Teachers Conclusion About the Authors 27 Index