Teaching able, gifted and talented children, Tunnicliffe, Clive
Автор: Lennex & Fletcher Nettleton Название: Cases On Instructional Technology In Gifted And Talented Education ISBN: 1466664894 ISBN-13(EAN): 9781466664890 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 27027.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: As new classroom resources are developed, educators strive to incorporate digital media advancements into their curriculum to provide an enriched learning experience for students with exceptional intelligence, as well as students in need of supplementary instruction. Though the resources exist, their effective use in the classroom is currently lacking.Cases on Instructional Technology in Gifted and Talented Education provides educators with real-life examples and research-based directions for the use of digital media resources in classrooms at all academic levels. This reference work will appeal to educators and researchers interested in enriching P-12 classrooms in order to extend student learning and promote effective e-learning in the classroom.
Автор: Warwick, Ian (london Gifted & Talented) Speakman, Ray Название: Redefining english for the more able ISBN: 0815353081 ISBN-13(EAN): 9780815353089 Издательство: Taylor&Francis Рейтинг: Цена: 19906.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Written by Ian Warwick, founder of London Gifted and Talented, this practical guide offers English teachers news ways of thinking about teaching the more able, together with strategies to implement in the classroom straightaway.
Описание: Brilliant Activities for Stretching Gifted and Talented Children will help you to meet the challenges of providing mental stimulation for gifted children. The book contains refreshing, motivating activities, based on the latest theories and research, to stretch your pupils` analytical, creative and evaluative skills.
Описание: This book seeks to understand the complexities of talented and high-performing Black girls and women in STEM across the P-20 trajectory. Analogously, this volume aims to understand the intersections between giftedness, its identification, and racial, gender, and academic discipline identities. The dearth of literature on this subject suggests that Black girls and women have unique experiences in gifted programming, in large part because of factors associated with gifted programs in general. Key factors affecting Black students, and Black girls in particular, are identification and underrepresentation. These factors can be shaped by interlocking systems of racism, classism, gender bias, and other forms of oppression.
Teachers in the P-12 educational system are the first identifiers for gifted programming and look for student characteristics, such as natural leadership, inquisitiveness, and students’ desire to be in gifted programs. Because many Black girls are stereotyped and teachers rarely have deep understanding of cultural differences, Black girls are less likely to be identified for gifted programming. More specifically, Black girls’ lack of representation in gifted mathematics or STEM programs contradicts research that finds that girls reach several developmental advantages ahead of boys. For example, research has shown that girls talk and read earlier, receive higher grades in elementary school, and drop-out less often than boys. Other studies have also shown that Black girls have higher mathematics career aspirations than their White and Latina female peers; yet, they are rarely represented in gifted math and Advanced Placement (AP) math programs. Furthermore, the underrepresentation of urban, low-income African-American students in gifted education is related to low test scores, student and family choice, a lack of teacher referral, and a mismatch between home and school cultures.
Some high-performing Black girls and women are participating in programs that nurture and support their racial and gender identities and contribute to them developing into strong and efficacious girls and women who have agency in their lives. This anthology includes studies that illustrate the complexities of intersectionality in various STEM programs, while also demonstrating that increasing access to STEM for Black girls and women is doable.
Help maximize your child's chances of acing the COGAT(R) When it comes to gifted test prep, don't risk your son or daughter being unprepared and underperforming on test day.
Your child must be familiar with test material AND be able to focus on test material for longer than the typical 4-5 minute attention span of most young kids. This book offers a chance to do both.
- Ensure your child has sufficient experience in answering the COGAT Level 8(R) nine question types, thanks to this book's 190+ practice questions. (Plus, after you purchase this book, look inside your book for info to instantly download your free 40+ question bonus eBook.)
- Make sure (s)he has acquired the mental stamina to focus on test questions with the book's COGAT(R) Practice Test (the book's "Practice Question Set").
- Pinpoint your child's areas of strength/weakness with the practice test answer key.
- Capture your child's attention with bright, colorful illustrations and fun characters: 100 full-color pages.
- Exercises focus on cognitive skill-building, reasoning skills, and problem solving abilities and thoroughly cover the COGAT Level 8(R) test sections: Picture Analogies, Picture Classification, Sentence Completion, Figure Analogies, Figure Classification, Paper Folding, Number Analogies, Number Puzzles, and Number Series.
(Note: If your child will take the COGAT(R), please do not purchase our stand-alone OLSAT(R) book also (they contain similar material). Instead, you should just select this book.)
Engaging young, creative, and boisterous minds with test prep material is challenging - that's why this book features fun characters, child-friendly themes, and colorful illustrations. Such engagement can help kids retain the information they'll learn in this book - and then apply it on test day
What are your kid's dreams - to be a doctor, astronaut, or perhaps...president? Gaining acceptance to a coveted gifted and talented program or earning a spot in a sought-after, selective school could determine your child's educational path - or even his or her future career.
Help your child dream big and take the first steps on this exciting educational journey and achieve their dreams. YOU are your child's best teacher, and this book is here to help
(COGAT(R) is a registered trademark of Houghton Mifflin Harcourt. Houghton Mifflin Harcourt is not affiliated with Gateway Gifted Resources and does not endorse this product.)
> Non-Verbal Battery: Figure Analogies, Figure Classification, Paper Folding
> Quantitative Battery: Number Analogies, Number Puzzles, Number Series
Your child has big dreams for the future...perhaps as a scientist, doctor, or engineer.
G&T acceptance/selective school acceptance helps open the door to educational success and a bright career.
Help your child dream big and take the first steps on this exciting educational journey and achieve their dreams.
YOU are your child's best teacher, and our books are here to help
(COGAT is a registered trademark of Houghton Mifflin Harcourt. Houghton Mifflin Harcourt is not affiliated with nor do they endorse the products of Gateway Gifted Resources.)
Описание: This book seeks to understand the complexities of talented and high-performing Black girls and women in STEM across the P-20 trajectory. Analogously, this volume aims to understand the intersections between giftedness, its identification, and racial, gender, and academic discipline identities. The dearth of literature on this subject suggests that Black girls and women have unique experiences in gifted programming, in large part because of factors associated with gifted programs in general. Key factors affecting Black students, and Black girls in particular, are identification and underrepresentation. These factors can be shaped by interlocking systems of racism, classism, gender bias, and other forms of oppression.
Teachers in the P-12 educational system are the first identifiers for gifted programming and look for student characteristics, such as natural leadership, inquisitiveness, and students’ desire to be in gifted programs. Because many Black girls are stereotyped and teachers rarely have deep understanding of cultural differences, Black girls are less likely to be identified for gifted programming. More specifically, Black girls’ lack of representation in gifted mathematics or STEM programs contradicts research that finds that girls reach several developmental advantages ahead of boys. For example, research has shown that girls talk and read earlier, receive higher grades in elementary school, and drop-out less often than boys. Other studies have also shown that Black girls have higher mathematics career aspirations than their White and Latina female peers; yet, they are rarely represented in gifted math and Advanced Placement (AP) math programs. Furthermore, the underrepresentation of urban, low-income African-American students in gifted education is related to low test scores, student and family choice, a lack of teacher referral, and a mismatch between home and school cultures.
Some high-performing Black girls and women are participating in programs that nurture and support their racial and gender identities and contribute to them developing into strong and efficacious girls and women who have agency in their lives. This anthology includes studies that illustrate the complexities of intersectionality in various STEM programs, while also demonstrating that increasing access to STEM for Black girls and women is doable.
Автор: Meta L. Van Sickle, Julie D. Swanson, Judith A. Bazler, Kathryn L. Lubniewski Название: Identifying, Describing, and Developing Teachers Who Are Gifted and Talented ISBN: 1522558799 ISBN-13(EAN): 9781522558798 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 28413.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Much of the research about teachers focuses on “those who can’t/don’t/aren’t good” in the classroom. However, teachers who are gifted and talented exist, but there has been little attention to date on the characteristics and practices of such teachers in the classroom. While few, the examples of research on positive teacher attributes include work on the “expert,” “authentic,” and “creative,” as well as examples of research on eminent adults.Identifying, Describing, and Developing Teachers Who Are Gifted and Talented is an essential reference source that discusses behaviors and traits in teachers who are considered gifted and talented as well as case studies on the identification and preparation of teachers who fall into this category. Featuring research on topics such as creative innovation, emotional intelligence, and skill development, this book is ideally designed for educators, administrators, researchers, and academicians.
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