Not exact matches
Despite all the emphasis on reading
programs and encouraging
students to read, many children, especially minority
students, still do not read with a high level of comprehension and fluency, independently, or
for fun, according to Dr. Sally M. Reis, a professor and the department head of the
educational psychology department at the University of Connecticut where she also serves as principal investigator of the National Research Center on the
Gifted and Talented.
Yet, much of that work depends on a simple, often unstated, assumption: that the short list of control variables captured in
educational data systems — prior achievement,
student demographics, English language learner status, eligibility
for federally subsidized meals or
programs for gifted and special education
students — include the relevant factors by which
students are sorted to teachers and schools.
Uniquely
Gifted This site is devoted to providing resources and meeting the needs of twice - exceptional
students — those with special needs such as learning disabilities, ADHD, Asperger Syndrome, etc. http://www.uniquelygifted.org National Center
for Learning Disabilities NCLD provides essential information to parents, professionals and individuals with learning disabilities, promotes research and
programs to foster effective learning, and advocates
for policies to protect and strengthen
educational rights and opportunities.
The phrase «above grade level» by itself is meaningless in terms of planning appropriate
gifted educational programming for a
student.
Gifted programs — Programs that provide advanced educational opportunities including accelerated promotion through grades and classes and an enriched curriculum for students who are endowed with a high degree of academic
programs —
Programs that provide advanced educational opportunities including accelerated promotion through grades and classes and an enriched curriculum for students who are endowed with a high degree of academic
Programs that provide advanced
educational opportunities including accelerated promotion through grades and classes and an enriched curriculum
for students who are endowed with a high degree of academic ability.
Richmond posits that part of the explanation
for the growth in the non-instructional staff lies in a slew of legislation expanding
students» education rights: the 1975 Education
for All Handicapped Children's Act (now known as the Individual with Disabilities Act) expanding
educational access
for children with disabilities; Title IX barring sex - based discrimination in
educational programs; the Bilingual Education Act of 1968 establishing federal policy
for bilingual education; and the
Gifted and Talented Children's Education Act of 1978.
Programs, curricula, and services
for gifted and talented youth can best meet their needs, promote their achievements in life, and contribute to the enhancement of our society when schools identify
students» specific talent strengths and focus
educational services on these talents.
For individual gifted students, books can be part of the educational program if an adult (parent, teacher, librarian, or other mentor) offers reading guidance, discussing what the student has read and making suggestions for related reading — always keeping in mind the student's interests, reading ability, and reading backgrou
For individual
gifted students, books can be part of the
educational program if an adult (parent, teacher, librarian, or other mentor) offers reading guidance, discussing what the
student has read and making suggestions
for related reading — always keeping in mind the student's interests, reading ability, and reading backgrou
for related reading — always keeping in mind the
student's interests, reading ability, and reading background.
From the so - called
gifted - and - talented
programs that end up doing little to improve
student achievement (and actually do more damage to all kids by continuing the rationing of education at the heart of the education crisis), to the evidence that suburban districts are hardly the bastions of high - quality education they proclaim themselves to be (and often, serve middle class white children as badly as those from poor and minority households), it is clear that the
educational neglect and malpractice endemic within the nation's super-clusters of failure and mediocrity isn't just a problem
for other people's children.
For individual gifted students, books can be part of the educational program if an adult (parent, teacher, librarian, or other mentor) offers reading guidance, discussing what the student has read and making suggestions for related reading — keeping in mind the student's interests, reading ability, and reading backgrou
For individual
gifted students, books can be part of the
educational program if an adult (parent, teacher, librarian, or other mentor) offers reading guidance, discussing what the
student has read and making suggestions
for related reading — keeping in mind the student's interests, reading ability, and reading backgrou
for related reading — keeping in mind the
student's interests, reading ability, and reading background.