Not exact matches
About 17 states still do not have formal college -
based training
programs in the area of
gifted education.
In London School the current principal and her predecessor both worked with a School -
Based Management Team, grade - level teams, cross-grade subject teams, special
program committees (
gifted education, bilingual
education, etc.), and specialist roles (counselor, literacy teacher, parent involvement coordinator, etc.).
Stanford University's
Education Program for
Gifted Youth (EPGY) EPGY develops and offers multimedia computer -
based distance - learning courses.
(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).
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
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
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
Education Act of 1968 establishing federal policy for bilingual
education; and the Gifted and Talented Children's Education Act
education; and the
Gifted and Talented Children's
Education Act
Education Act of 1978.
Establish a
program that includes research
based practices in
gifted education, including acceleration, enrichment, curriculum compacting, and flexible grouping so that each student is challenged to perform to his or her potential.
Recent books include: Comprehensive Curriculum for
Gifted Education (with Tamra Stambaugh), Curriculum for
Gifted Students, Designing and Utilizing Evaluation for
Gifted Program Improvement (with Annie Feng), Content -
based Curriculum for
Gifted Learners (with Catherine Little) and Curriculum Planning and Instructional Design for
Gifted Learners.
The study, conducted by Vanderbilt University researchers, was
based on U.S. Department of
Education data about more than 10,000 elementary students at public schools with
gifted programs.
Parents like Jordan's who advocate actively for their child's involvement in enrichment and
gifted education tend to believe that those
programs are
based on merit and that they need to make sure that school staff know how worthy their child is and how much the
program would benefit from their inclusion.
Evidence -
based practices that inform the teacher preparation and
programming standards in
gifted education relate to assessment, curriculum, instruction, and grouping issues, all of which are embedded within the CCSS.
Instruction And Management E506: Alcohol and Other Drug Use by Adolescents With Disabilities (1991) E529: Assistive Technology For Students With Mild Disabilities (1995) E538: Cluster Grouping of
Gifted Students: How to Provide Full - time Services on a Part - time Budget (1996) E530: Connecting Performance Assessment to Instruction (1995) E531: Creating Meaningful Performance Assessments (1995) E504: Developing Effective
Programs for Special
Education Students Who Are Homeless (1991) E507: HIV / AIDS Prevention
Education for Exceptional Youth (1991) E521: Including Students with Disabilities in General
Education Classrooms (1992) E509: Juvenile Corrections and the Exceptional Student (1991) E464: Meeting the Needs of Able Learners through Flexible Pacing (1989) E532: National and State Perspectives on Performance Assessment (1995) E533: Using Performance Assessment in Outcomes -
Based Accountability Systems (1995)
The purpose of the Javits Act, which was reauthorized as part of the Elementary and Secondary
Education Act (ESEA) in 2001 and every year since then, is to orchestrate a coordinated
program of scientifically
based research, demonstration projects, innovative strategies, and similar activities that build and enhance the ability of elementary and secondary schools to meet the special educational needs of
gifted and talented students.
Gift of Hope, Biddeford, ME 6/2014 to Present Community Outreach Coordinator • Establish and maintain effective and cooperative relationships with representatives of designated community • Develop and implement outreach campaigns, grassroots
programs and special events to provide
education on designated agenda • Create effective tracking tools and maintain databases to monitor and analyze
program effectiveness • Identify, recruit and train volunteers such as donor families, recipients and healthcare professionals • Write and edit written materials and web
based content in conjunction with
program directions • Plan and execute events such as events, open houses and seminars • Represent organization at health fairs and other community events • Respond to interest parties» requests for information and resources • Identify and maintain relationships with donors and referral resources • Establish brand awareness through contacts, trade shows and community
education programs