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* Provides a well-researched, yet comprehensive introduction to
gifted education-focusing on equity and diverse learners. *
Features varied perspectives and approaches from experts to
acquaint new teachers to the field. * Provides an overview,
history, and discussion of critical topics in gifted education.
* Provides a well-researched, yet comprehensive introduction to
gifted education-focusing on equity and diverse learners. *
Features varied perspectives and approaches from experts to
acquaint new teachers to the field. * Provides an overview,
history, and discussion of critical topics in gifted education.
The completely revised and updated fifth edition of Methods and
Materials for Teaching the Gifted: Provides a comprehensive
examination of the most current research and best practices in the
field of gifted education. Addresses identification,
twice-exceptionality, and culturally and linguistically diverse
learners. Includes chapters related to designing curriculum and
differentiating instruction. Covers developing critical and
creative thinking, as well as encouraging talent development.
Features chapter authors who are recognized researchers,
practitioners, and leaders in the field of gifted education. The
chapters are organized to promote critical thinking and discussion
about each topic. This text is a complete resource curated for a
wide range of K-12 educators and those working with inservice and
preservice educators and administrators.
New material in this text takes into account all the changes in
practice in the past 8-9 years, such as collaboration with the
special education community to ensure that students with
disabilities have access to gifted education services, a focus on
diversity, the efforts schools should be making to ensure that
underrepresented student populations are screened for gifted
education, and how technology has increased opportunities for
gifted students, especially in rural communities. The whole book
describes a change in focus based on the revised gifted programming
standards, which are no longer written as inputs ("do XYZ in the
area of curriculum planning") but are now written to be
student-outcome oriented ("students need to be able to do ABC").
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