Sentences with phrase «gifted education programs come»

Gifted education programs come under fire for two main reasons.

Not exact matches

Now, coming back to the issue of whether gifted students should remain in a program if they fail to perform is interesting when you look at how the U.S. Department of Education and the NAGC consider giftedness.

(James J. Barta and Michael G. Allen); «Ideas and Programs To Assist in the Untracking of American Schools» (Howard D. Hill); «Providing Equity for All: Meeting the Needs of High - Ability Students» (Sally M. Reis); «Promoting Gifted Behavior in an Untracked Middle School Setting» (Thomas O. Erb et al.); «Untracking Your Middle School: Nine Tentative Steps toward Long - Term Success» (Paul S. George); «In the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Page).

The introduction of TALENT comes shortly after Congress doubled to $ 10 million the appropriation for the Jacob Javits Gifted Education Grant Program run by the Department of Education.

My «fairest» interpretation of the current albeit controversial research surrounding this particular issue is that bias does not exist across teacher - level estimates, but it certainly occurs when teachers are non-randomly assigned highly homogenous sets of students who are gifted, who are English Language Learners (ELLs), who are enrolled in special education programs, who disproportionately represent racial minority groups, who disproportionately come from lower socioeconomic backgrounds, and who have been retained in grade prior.

In New York that means children from virtually every walk of life, every country and every economic level are recognized for their abilities; winners have come from gifted and special education programs, traditional classrooms and prison.

Coming from a first career in public education as a teacher, resource specialist for the Gifted and Talented Program, and over a decade as a school principal, she works with clients to help them realize better ways to achieve their life goals.