Автор: Zhongxiong Fang, Yi Zhang, Xiangyun Du, Xingli Zhang Название: Beijing Model of Gifted Education and Talent Development ISBN: 8793519443 ISBN-13(EAN): 9788793519442 Издательство: Taylor&Francis Рейтинг: Цена: 10258.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание:
In China, talent development has been one of the key areas of attention in national focus for the development of science and technology, education, and other areas over the past three decades, and it is especially emphasized in the national outline for medium- and long-term educational reform and development. Beijing is the leading city in educational reform, especially in the area of gifted education in mainland China. Over the past 35 years, through constant exploration and research, a comprehensive gifted education system called the Beijing Model of Gifted Education and Talent Development (BMGETD) has gradually been developed.
Model of Gifted Education and Talent Development presents a summary of the educational practices used in, and the research done on the BMGETD over the past few decades. This includes several patterns for gifted education, such as acceleration in special classes, special classes without acceleration, enrichment within regular classes, and a joint program among high schools, universities, and professional academic institutions.
Описание: A collection of essays, stories, and narratives designed to inspire and empower women of colour through the use of storytelling and narratives. This second edition is a sequel to the first Gumbo for the Soul and includes more...
Описание: A collection of essays, stories, and narratives designed to inspire and empower women of colour through the use of storytelling and narratives. This second edition is a sequel to the first Gumbo for the Soul and includes more...
Автор: Charles, Camille Z. Massey, Douglas S. Torres, Kimberly C. Kramer, Rory Название: Young, gifted and diverse ISBN: 069123745X ISBN-13(EAN): 9780691237459 Издательство: Wiley Рейтинг: Цена: 5544.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This book explores the relationship between welfare provision, migration and super-diversity. It examines existing models of service delivery, the challenges facing welfare providers of meeting the needs of a super-diverse population, and the costs of failing to adapt. The authors conclude by presenting different approaches to delivery that build on ethnic sensitivity models.
Описание: Program development is central to the work of student affairs professionals. This theory-to-practice, sequential guide to program development fills a gap in the literature. The authors describe the elements of program planning and delivery from the inception of the idea through the use of assessment to revise and improve the program for the future.
Описание: Program development is central to the work of student affairs professionals. This theory-to-practice, sequential guide to program development fills a gap in the literature. The authors describe the elements of program planning and delivery from the inception of the idea through the use of assessment to revise and improve the program for the future.
Описание: Black Intellectual Thought in Education celebrates the exceptional academic contributions of African-American education scholars Anna Julia Cooper, Carter G. Woodson, and Alain Leroy Locke to the causes of social science, education, and democracy in America. It offers a powerful counter-narrative to the dominant, established discourse in education and critical social theory.
Автор: Lovern Название: Fostering a Climate of Inclusion in the College Classroom ISBN: 3319753665 ISBN-13(EAN): 9783319753669 Издательство: Springer Рейтинг: Цена: 6986.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: They trace pedagogical influences from foundationism, neoliberalism, conflict, and critical theories to critical race theory, Red pedagogy, and decolonization theories.
Описание: A book of matrices with Black boys as the main character that is designed to help gifted and talented education teachers leverage Black boys` identities to inform and shape how they plan and deliver curriculum and instruction and manage the multicultural, democratic, and culturally responsive classroom.
Описание: A book of matrices with Black boys as the main character that is designed to help gifted and talented education teachers leverage Black boys` identities to inform and shape how they plan and deliver curriculum and instruction and manage the multicultural, democratic, and culturally responsive classroom.
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.
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.
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