THE NATIONAL RESEARCH CENTER ON THE GIFTED AND TALENTED (NRC/GT) NEWSLETTER, 1998... ED436909... U.S. DEPARTMENT OF EDUCATION. PDF Download
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Author: United States. Office of Educational Research and Improvement
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Languages : en
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Author: United States. Office of Educational Research and Improvement
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Category : Education
Languages : en
Pages : 328
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Author: United States. Office of Educational Research and Improvement
Publisher:
ISBN:
Category :
Languages : en
Pages :
Get Book Here
Book Description
Author: United States. Office of Educational Research and Improvement
Publisher:
ISBN:
Category :
Languages : en
Pages :
Get Book Here
Book Description
Author: United States. Office of Educational Research and Improvement
Publisher:
ISBN:
Category :
Languages : en
Pages :
Get Book Here
Book Description
Author: United States. Office of Educational Research and Improvement
Publisher:
ISBN:
Category :
Languages : en
Pages :
Get Book Here
Book Description
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ISBN:
Category :
Languages : en
Pages :
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Category : Gifted children
Languages : en
Pages : 6
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Category :
Languages : en
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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).
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Category : Gifted children
Languages : en
Pages : 35
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A brief narrative description of the journal article, document, or resource. These two newsletters from the National Research Center on the Gifted and Talented (NRC/GT) contain the following articles: (1) "NRC/GT: Professional Development--Not an Event" (E. Jean Gubbins), discusses NRC/GT research-based principles related to professional development and the importance of ongoing professional development; (2) "Williams Syndrome: A Study of Unique Musical Talents in Persons with Disabilities" (Sally M. Reis and others), describes the relative strengths that individuals with Williams Syndrome have in language and music and the successful use of the "Music & Minds" program; (3) "Gifted Program Evaluation in Progress" (Darla-Gail Bohn), discusses an ongoing gifted program evaluation process; (4) "Attention Deficit Disorders and Gifted Students: What Do We Really Know?" (Felice Kaufmann and others), examines the etiology of attention deficit hyperactivity disorder (ADHD), assessment and diagnosis of ADHD, and the coexistence of ADHD and giftedness; (5) "NRC/GT Researchers: Brandwein Always Looked Forward" (E. Jean Gubbins), discusses the contributions of Dr. Paul F. Brandwein to identifying and nurturing gifted children; (6) "The Effectiveness of Triarchic Teaching and Assessment" (Robert J. Sternberg and others), describes the successful use of the triarchic theory of problem solving to teach social studies, science, and reading; (7) "Thinking and Writing Skills in High Ability, Ethnic Minority, High School Students" (Deborah Coates and Mariolga Reyes), discusses the success of the Teaching Thinking Project in promoting academic skills in gifted, ethic minority, high school students; (8) "Gifted and Talented Programs in America's High Schools: A Preliminary Survey Report" (Rachel Sytsma), contains preliminary results that indicate most high school gifted programs lack coordinators and do not offer academic opportunities beyond some combination of mentorships/internships, early college programs, independent studies, and academic clubs/competitions; and (9) "Teacher Bias in Identifying Gifted and Talented Students" (Teri Powell and Del Siegle), discusses gender and performance factors influencing gifted identification. (Articles include references.) (CR).
