"Using the Common Core State Standards for Mathematics With Gifted and Advanced Learners" provides teachers and administrators examples and strategies to implement the new Common Core State Standards ...(CCSS) with advanced learners at all stages of development in K-12 schools. The book describes--and demonstrates with specific examples from the CCSS--what effective differentiated activities in mathematics look like for top learners. It shares how educators can provide rigor within the new standards to allow students to demonstrate higher level thinking, reasoning, problem solving, passion, and inventiveness in mathematics. By doing so, students will develop the skills, habits of mind, and attitudes toward learning needed to reach high levels of competency and creative production in mathematics fields.
Giriş Üstün yeteneǧi tanılamada kullanılabilecek kesin bir ölçütün var olmayışı nedeniyle birden fazla ölçütün kullanılması ile birçok tanımın ortaya çıktıǧı görülmektedir (Trost, 2000). İlgili ...literatürde üstün yetenekli öǧrencilere ilişkin yapılan tanımlar incelendiǧinde üstün yetenekli öǧrencinin normal zekânın üstünde olma durumu, zekâ testlerinden yüksek düzeyde puan alma durumu, yüksek düzeyde merak ve öǧrenme isteǧi, görsel sanatlarda belirgin yetenek, matematikte gelişmiş analitik yetenekler, geniş kelime hazînesi, belirgin bir alana özgü yüksek kabiliyet, liderlik yeteneǧi, üretici düşünme yeteneǧi, özel ve genel akademik yetenek ve akranlarına göre daha iyi performans sergileme durumu olarak tanımlandıǧı görülmektedir (Matthews & Foster, 2005; Nevo & Rachmel, 2009; Plucker & Esping, 2014; Renzulli, 2012; Sternberg & Zhang, 1995; Van Tassel-Baska, 2005; Tucker & Hafenstein, 1997). Ayrıca üstün yetenekli bireyler, sosyal-duygusal, psiko-motor ve zihinsel alanların en az birinde veya yaratıcılıkta akranlarından daha iyi olan ve çevresel faktörlerle bu yeteneklerini geliştirilip üst düzey başarı sergileyen bireylerdir (Gagne, 2005; Moon, 2007). Bu noktada sınıf öǧretmenleri üstün yetenekli öǧrencileri belirleme ve yönlendirme sürecinde önemli bir role sahiptir (Clark, 2002; Sanders & Rivers, 1996; Sanders vd., 1997; Siegle, 2001). Çünkü sınıf öǧretmenleri üstün yetenekli öǧrencilerin belirlenme sürecinde öǧrencilerle etkileşime giren en etkin role sahip öǧretmendir. Bu sayı dikkate alındıǧında Türkiye'nin üstün yetenekli öǧrencilerin eǧitimine yönelik ciddi adımlar attıǧını göstermektedir. İlgili literatür incelendiǧinde üstün yetenekli öǧrencilere yönelik yıllara göre yayın sayıları arttıǧı görülmektedir.
This practical, easy-to-read book explores the basics of parenting gifted children, truly giving parents the “introductory course” they need to better understand and help their gifted child. Topics ...include myths about gifted children, characteristics of the gifted, the hows and whys of advocacy, social and emotional issues and needs, strategies for partnering with your child’s school, and more. Parenting Gifted Children 101 explores ways for you to help your child at home and maximize your child’s educational experience with strategies that are based on research but easy to implement. Each chapter—from parenting twice-exceptional students to navigating the possible challenges that school may hold for your child—contains resources for further reading and insights from more than 50 parents and educators of gifted children.
In these uncertain and challenging times, we need to help gifted students find their purpose and work toward finding a passion in their work and life. These new perspectives are both brilliant and ...practical and represent a synthesis of wisdom and experience. The new perspectives address the need to identify and nurture diverse students using scenarios and simulations and an active involvement in observing differentiation to learn how to identify and serve gifted students. We have unpreceded opportunity, with access to technology, to engage in collaborative research and program development across disciplines and internationally. In conclusion, there is deep wisdom here for gifted students, their parents and teachers, who can all benefit from exploring these new perspectives.
The disproportional representation of students from various demographic subgroups within identified gifted and talented populations has long frustrated policy makers, education advocates, researchers ...practitioners within the field, and those concerned with societal inequality in general. Despite the prevalence of articles in the media reporting on disproportional representation, little research has been conducted to track whether (a) the representation of these student subgroups, particularly students with limited English proficiency or students with disabilities, has changed over time or (b) states with and without policies differ in proportional representation of students identified with gifts and talents. For example, increasingly, gifted education advocates have pushed for mandates that all students be screened for gifted program eligibility as a way to combat disproportionality, despite little evidence that such methods influence proportionality. Therefore, this study sought to understand whether and how state and national gifted program demographics have changed over time and how proportionality is correlated with state mandates for gifted education identification or services. A preprint of this paper as well as additional figures are available at: https://osf.io/325m9/.
"Wholehearted Teaching of Gifted Young Women" explores the important role school communities play in supporting the social and emotional needs of high-achieving young women. Using a youth ...participatory action research model, this project follows 20 student researchers from high school through college. This longitudinal study leads to "Wholehearted Teaching," a new framework for cultivating courage, connection, and self-care in schools. Framed with personal stories and filled with practical suggestions, this book offers strategies for teachers, counselors, parents, and high-achieving young women as they navigate the precipice of youth and everything after.
This study illustrates the consequences of accounting for or ignoring teacher variability in student ratings in conjunction with combination rules when identifying students for gifted services in one ...rural primary school. Teachers (n = 16) rated 282 first-- and second grade students on creativity, motivation, mathematics, and science. Results indicated the most variability in how teachers used the science scale and the least variability in the mathematics scales. Further, teachers rated female students higher than male students in motivation, but not on any other scale. More students were identified if the top students were identified in each class versus the top students in each grade level, and largely, the students who were identified within their classrooms were not the same students who were identified within their grade level. And as expected, OR rules resulted in the highest number of students identified. Implications and recommendations are discussed.
Low-income and minority students are substantially underrepresented in gifted education programs. The disparities persist despite efforts by many states and school districts to broaden participation ...through changes in their eligibility criteria. One explanation for the persistent gap is that standard processes for identifying gifted students, which are based largely on the referrals of parents and teachers, tend to miss qualified students from underrepresented groups. We study this hypothesis using the experiences of a large urban school district following the introduction of a universal screening program for second graders. Without any changes in the standards for gifted eligibility, the screening program led to large increases in the fractions of economically disadvantaged and minority students placed in gifted programs. Comparisons of the newly identified gifted students with those who would have been placed in the absence of screening show that Blacks and Hispanics, free/reduced price lunch participants, English language learners, and girls were all systematically “underreferred” in the traditional parent/teacher referral system. Our findings suggest that parents and teachers often fail to recognize the potential of poor and minority students and those with limited English proficiency.
Written by experienced leaders in gifted education, this book is a foundational guide for supervisors, administrators, and districts seeking to create culturally responsive and equity-focused gifted ...policies and programs. Engaging chapters supported by real-world vignettes and interactive contemplation corners outline key elements of culturally responsive leadership and the administrative actions necessary for disrupting systems of oppression within gifted programs. Topics covered include culturally responsive gifted education, multitiered systems of support, authentic family engagement, the use of data to inform systemic change, and more. Featuring authentic applications of culturally responsive gifted leadership practices and an innovative tool to evaluate gifted program inclusivity, this book is essential reading for all current and future leaders in gifted education.
Hybrid homeschooling is still in its initial phase in the Iranian education system and is still a mystery to many educators and parents. This study aimed to explore the reasons for choosing the ...homeschooling approach for gifted students using a grounded theory method. The sample of this qualitative study included 15 parents of gifted children and 10 specialists in giftedness recruited through purposive sampling. Factors influencing the homeschooling approach were collected through semi-structured interviews with professionals and parents and analyzed by the coding method based on grounded theory (Strauss & Corbin, 1997). The data analysis revealed 143 open codes, 12 axial codes, and three selective codes, including educational challenges of gifted students in school and public education and the demands and expectations of parents and students. The results demonstrated that the Iranian educational system does not meet the needs and expectations of gifted students and their parents; therefore, educators and parents are recommended to use hybrid homeschooling for this group of students. While the participants in this study do not strictly follow a hybrid schooling model, the findings suggest that adopting elements of hybrid schooling could be advantageous for gifted students.
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