Author: National Research Council
Publisher: National Academies Press
ISBN: 0309170818
Category : Social Science
Languages : en
Pages : 497
Book Description
Special education and gifted and talented programs were designed for children whose educational needs are not well met in regular classrooms. From their inceptions, these programs have had disproportionate representation of racial and ethnic minority students. What causes this disproportion? Is it a problem? Minority Students in Special and Gifted Education considers possible contributors to that disparity, including early biological and environmental influences and inequities in opportunities for preschool and K-12 education, as well as the possibilities of bias in the referral and assessment system that leads to placement in special programs. It examines the data on early childhood experience, on differences in educational opportunity, and on referral and placement. The book also considers whether disproportionate representation should be considered a problem. Do special education programs provide valuable educational services, or do they set students off on a path of lower educational expectations? Would students not now placed in gifted and talented programs benefit from raised expectations, more rigorous classes, and the gifted label, or would they suffer failure in classes for which they are unprepared? By examining this important problem in U.S. education and making recommendations for early intervention and general education, as well as for changes in referral and assessment processes, Minority Students in Special and Gifted Education will be an indispensable resource to educators throughout the nation, as well as to policy makers at all levels, from schools and school districts to the state and federal governments.
Minority Students in Special and Gifted Education
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309170818
Category : Social Science
Languages : en
Pages : 497
Book Description
Special education and gifted and talented programs were designed for children whose educational needs are not well met in regular classrooms. From their inceptions, these programs have had disproportionate representation of racial and ethnic minority students. What causes this disproportion? Is it a problem? Minority Students in Special and Gifted Education considers possible contributors to that disparity, including early biological and environmental influences and inequities in opportunities for preschool and K-12 education, as well as the possibilities of bias in the referral and assessment system that leads to placement in special programs. It examines the data on early childhood experience, on differences in educational opportunity, and on referral and placement. The book also considers whether disproportionate representation should be considered a problem. Do special education programs provide valuable educational services, or do they set students off on a path of lower educational expectations? Would students not now placed in gifted and talented programs benefit from raised expectations, more rigorous classes, and the gifted label, or would they suffer failure in classes for which they are unprepared? By examining this important problem in U.S. education and making recommendations for early intervention and general education, as well as for changes in referral and assessment processes, Minority Students in Special and Gifted Education will be an indispensable resource to educators throughout the nation, as well as to policy makers at all levels, from schools and school districts to the state and federal governments.
Publisher: National Academies Press
ISBN: 0309170818
Category : Social Science
Languages : en
Pages : 497
Book Description
Special education and gifted and talented programs were designed for children whose educational needs are not well met in regular classrooms. From their inceptions, these programs have had disproportionate representation of racial and ethnic minority students. What causes this disproportion? Is it a problem? Minority Students in Special and Gifted Education considers possible contributors to that disparity, including early biological and environmental influences and inequities in opportunities for preschool and K-12 education, as well as the possibilities of bias in the referral and assessment system that leads to placement in special programs. It examines the data on early childhood experience, on differences in educational opportunity, and on referral and placement. The book also considers whether disproportionate representation should be considered a problem. Do special education programs provide valuable educational services, or do they set students off on a path of lower educational expectations? Would students not now placed in gifted and talented programs benefit from raised expectations, more rigorous classes, and the gifted label, or would they suffer failure in classes for which they are unprepared? By examining this important problem in U.S. education and making recommendations for early intervention and general education, as well as for changes in referral and assessment processes, Minority Students in Special and Gifted Education will be an indispensable resource to educators throughout the nation, as well as to policy makers at all levels, from schools and school districts to the state and federal governments.
The National Research Center on the Gifted and Talented (Nrc
Author:
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Languages : en
Pages :
Book Description
Two newsletters from the National Research Center on the Gifted and Talented (NRC/GT) include the following major articles: (1) "Everything You Need To Know about the NRC/GT: Web Site, Videos, and Texts" (E. Jean Gubbins); (2) "A. Harry Passow: Scholar and Friend" (E. Jean Gubbins and Joseph S. Renzulli); (3) "Learning How New Teachers Relate to Academic Diversity in Mixed Ability Classrooms" (Carol Ann Tomlinson); (4) "Total School Cluster Grouping: An Investigation of Achievement and Identification of Elementary School Students" (Marcia Gentry); (5) "Valuing, Identifying, Cultivating, and Rewarding Talents of Students from Special Populations" (David St. Jean); (6) "NRC/GT through the Year 2000 (E. Jean Gubbins); (7) "Still Searching ..." (Julie D. Swanson); (8) "A Tribute to Paul F. Brandwein" (E. Jean Gubbins and Joseph S. Renzulli); (9) "Extending the Pedagogy of Gifted Education to All Students" (Sally M. Reis and others); (10) "Stimulating Student Creativity: A Review of 'Creativity in the Classroom'" (Bruce N. Berube). (Individual papers contain references.) (DB).
Publisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
Two newsletters from the National Research Center on the Gifted and Talented (NRC/GT) include the following major articles: (1) "Everything You Need To Know about the NRC/GT: Web Site, Videos, and Texts" (E. Jean Gubbins); (2) "A. Harry Passow: Scholar and Friend" (E. Jean Gubbins and Joseph S. Renzulli); (3) "Learning How New Teachers Relate to Academic Diversity in Mixed Ability Classrooms" (Carol Ann Tomlinson); (4) "Total School Cluster Grouping: An Investigation of Achievement and Identification of Elementary School Students" (Marcia Gentry); (5) "Valuing, Identifying, Cultivating, and Rewarding Talents of Students from Special Populations" (David St. Jean); (6) "NRC/GT through the Year 2000 (E. Jean Gubbins); (7) "Still Searching ..." (Julie D. Swanson); (8) "A Tribute to Paul F. Brandwein" (E. Jean Gubbins and Joseph S. Renzulli); (9) "Extending the Pedagogy of Gifted Education to All Students" (Sally M. Reis and others); (10) "Stimulating Student Creativity: A Review of 'Creativity in the Classroom'" (Bruce N. Berube). (Individual papers contain references.) (DB).
THE NATIONAL RESEARCH CENTER ON THE GIFTED AND TALENTED (NRC/GT) NEWSLETTER, 1997... ED436908... U.S. DEPARTMENT OF EDUCATION.
Author: United States. Office of Educational Research and Improvement
Publisher:
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Languages : en
Pages :
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Publisher:
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Languages : en
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THE NATIONAL RESEARCH CENTER ON THE GIFTED AND TALENTED (NRC/GT) NEWSLETTER, 1996... ED437778... U.S. DEPARTMENT OF EDUCATION.
Author: United States. Office of Educational Research and Improvement
Publisher:
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Languages : en
Pages :
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Publisher:
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Languages : en
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National Excellence
Author: Pat O'Connell Ross
Publisher:
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Category : Education
Languages : en
Pages : 48
Book Description
This report on the educational needs of American gifted and talented students identifies indicators of an educational crisis, describes the current status of education for these students, and presents recommendations to meet the educational needs of these students. Indicators demonstrating the need for change include the relatively poor performance by American students on international tests and the small number of students performing at the highest levels on National Assessment of Educational Progress tests. Recent studies have shown that gifted and talented elementary school students have mastered 35-40% of the curriculum in five basic subjects before they begin the school year; most regular classroom teachers make few, if any, provisions for talented students; highest achieving students study less than an hour a day; and only 2 cents out of every $100 spent on K-12 education supports special opportunities for talented students. A review describes how gifted and talented students are currently identified, the number of students served, the kind of support available, the kind of education most gifted and talented students receive, and characteristics of effective programs for these students. Seven recommendations are offered: (1) set challenging curricular standards; (2) establish high-level learning opportunities; (3) ensure access to early childhood education; (4) increase learning opportunities for disadvantaged and minority children with outstanding talents; (5) broaden the definition of gifted (a broadened definition based on the federal Javits Gifted and Talented Education Act is offered); (6) encourage appropriate teacher training and technical assistance; and (7) match world performance. (Contains 43 references.) (DB)
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 48
Book Description
This report on the educational needs of American gifted and talented students identifies indicators of an educational crisis, describes the current status of education for these students, and presents recommendations to meet the educational needs of these students. Indicators demonstrating the need for change include the relatively poor performance by American students on international tests and the small number of students performing at the highest levels on National Assessment of Educational Progress tests. Recent studies have shown that gifted and talented elementary school students have mastered 35-40% of the curriculum in five basic subjects before they begin the school year; most regular classroom teachers make few, if any, provisions for talented students; highest achieving students study less than an hour a day; and only 2 cents out of every $100 spent on K-12 education supports special opportunities for talented students. A review describes how gifted and talented students are currently identified, the number of students served, the kind of support available, the kind of education most gifted and talented students receive, and characteristics of effective programs for these students. Seven recommendations are offered: (1) set challenging curricular standards; (2) establish high-level learning opportunities; (3) ensure access to early childhood education; (4) increase learning opportunities for disadvantaged and minority children with outstanding talents; (5) broaden the definition of gifted (a broadened definition based on the federal Javits Gifted and Talented Education Act is offered); (6) encourage appropriate teacher training and technical assistance; and (7) match world performance. (Contains 43 references.) (DB)
THE NATIONAL RESEARCH CENTER ON THE GIFTED AND TALENTED (NRC/GT) NEWSLETTER, 1999... ED436910... U.S. DEPARTMENT OF EDUCATION.
Author: United States. Office of Educational Research and Improvement
Publisher:
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Category :
Languages : en
Pages :
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Publisher:
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Languages : en
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THE NATIONAL RESEARCH CENTER ON THE GIFTED AND TALENTED (NRC/GT) NEWSLETTER, 1998... ED436909... U.S. DEPARTMENT OF EDUCATION.
Author: United States. Office of Educational Research and Improvement
Publisher:
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Languages : en
Pages :
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Publisher:
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Languages : en
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The Education of Gifted and Talented Children
Author: Australia. Parliament. Senate. Select Committee on the Education of Gifted and Talented Children
Publisher:
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Category : Education
Languages : en
Pages : 218
Book Description
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 218
Book Description
The National Research Center On The Gifted And Talented (NRC/GT) Newsletter June 1991 - Winter 1997... ED461948... U.S. Department Of Education
Author: United States. Office of Educational Research and Improvement
Publisher:
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Languages : en
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Publisher:
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A Review of Assessment Issues in Gifted Education and Their Implications for Identifying Gifted Minority Students
Author: Mary M. Frasier
Publisher: DIANE Publishing
ISBN: 0788143271
Category :
Languages : en
Pages : 50
Book Description
Examines research and literature that deal with assessment, with the focus on issues related to the identification of potentially gifted students from racial and ethnic minority groups, economically disadvantaged students, and those with limited English proficiency. The major reasons for under representation are discussed and proposals are made for designing strategies to reduce or eliminate test bias, improve the referral process strategies, and stress cultural strengths rather than deficits.
Publisher: DIANE Publishing
ISBN: 0788143271
Category :
Languages : en
Pages : 50
Book Description
Examines research and literature that deal with assessment, with the focus on issues related to the identification of potentially gifted students from racial and ethnic minority groups, economically disadvantaged students, and those with limited English proficiency. The major reasons for under representation are discussed and proposals are made for designing strategies to reduce or eliminate test bias, improve the referral process strategies, and stress cultural strengths rather than deficits.