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Although most teacher education programs offer classes on special education and English language learners, teachers often do not receive any training in the needs of high-ability students or gifted education practices. This book: Prepares inservice and preservice teachers to educate high-ability students. | Addresses learning targets through a combination of research and practical strategies. | Includes a selection of activities to check for teacher understanding. | Is concise and user-friendly. | Is perfect for both individual and collaborative learning. Each chapter opens with a…mehr
Although most teacher education programs offer classes on special education and English language learners, teachers often do not receive any training in the needs of high-ability students or gifted education practices. This book:
Prepares inservice and preservice teachers to educate high-ability students.
Addresses learning targets through a combination of research and practical strategies.
Includes a selection of activities to check for teacher understanding.
Is concise and user-friendly.
Is perfect for both individual and collaborative learning.
Each chapter opens with a driving question and a list of learning targets related to various topics, including key philosophies, theories, and models; educational factors that enhance or inhibit talent development; characteristics of advanced learners; and the role of culture, ethnicity, and language in the identification process.
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Autorenporträt
Kelly C. Margot is an assistant professor at Grand Valley State University. She received her Ph.D. in Educational Psychology from the University of North Texas.
Inhaltsangabe
INTRODUCTION Intentionally Teaching Gifted Learners CHAPTER 1 Gifted Learners: Research, Theories, and Models CHAPTER 2 Underrepresented Populations in Gifted Education CHAPTER 3 Social-Emotional Factors for the Gifted and Talented CHAPTER 4 Twice-Exceptional Learners CHAPTER 5 Grouping and Acceleration Options for Gifted Students CHAPTER 6 Differentiating Curriculum, Assessment, and Instruction for Gifted Learners References About the Authors
INTRODUCTION Intentionally Teaching Gifted Learners CHAPTER 1 Gifted Learners: Research, Theories, and Models CHAPTER 2 Underrepresented Populations in Gifted Education CHAPTER 3 Social-Emotional Factors for the Gifted and Talented CHAPTER 4 Twice-Exceptional Learners CHAPTER 5 Grouping and Acceleration Options for Gifted Students CHAPTER 6 Differentiating Curriculum, Assessment, and Instruction for Gifted Learners References About the Authors
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