Sentences with phrase «for gifted minority students»

Creating culturally responsive classrooms for gifted minority students.

After completing her Ph.D., she was a history professor and taught civics at Prep for Prep, a program for gifted minority students.

Focusing solely on graduates of Harvard Business School and on alumni of a program for gifted minority students called A Better Chance (ABC), the author discovered this time that bourgie blacks, like First Lady Michelle Obama, finally feel pretty darn good about being American.

Not exact matches

While there, he helped develop a generous gift to UM's School of Nursing and Health Studies for scholarships for minority nursing students.

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.

Many districts also operate magnet or exam schools for gifted students, some of which admit disproportionately fewer low - income and minority students.

Uncle Sam hasn't helped in recent years by zero - funding the one program intended to strengthen «gifted and talented,» or G / T, education for poor and minority students.

And as for identification, a properly trained gifted coordinator would be well versed in using multiple criteria to identify all gifted students in an urban setting, whether minority, poor, under - performing or GTLD (gifted with learning disabilities).

Instead of relying on intelligence and achievement test scores solely for identification, multiple criteria would be used, including more non-traditional measures such as observing students interacting with a variety of learning opportunities (Passow & Frasier, 1996) it is a belief of many in the field of gifted education that new conceptions of giftedness and a new paradigm for identifying and selecting students will help minority and disadvantaged students become more represented in gifted programs (VanTassel - Baska, Patton, & Prillaman, 1991; Ford, 1996).

''... new instruments and methods need to be developed for identification of gifted students in specific populations, such as disadvantaged, ethnic minorities, students with limited English - speaking ability, exceptionally gifted students and handicapped students» (pp. 77 - 78, emphasis added).

NAGC's Javits - Frasier Teacher Scholarship Fund for Diverse Talent Development recognizes passionate, innovative educators who work in districts that serve students from low - income and minority populations that are historically underrepresented in gifted education.

According to federally funded research, students who are living in poverty, are learning English as a second language, and are from racial and ethnic minority groups are 250 percent less likely to be identified for, and served in gifted programs, even when they perform at a comparable level to children in the program.

Suggestions and recommendations for reversing underachievement among gifted minority students are presented.

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.

Prom - Jackson, Johnson, and Wallace (1987) conducted a study of minority graduates of A Better Chance, Inc. (ABC), a nonprofit educational organization that identifies academically gifted low SES minority students as possible candidates for college preparatory secondary schools.

The Hartford, Connecticut, program «Encendiendo Una Llama» («Lighting a Flame») has been in operation since 1979 and uses a resource room, an after - school program, and a regular classroom component to provide services for gifted and talented minority language students.

Such unprepared teachers are less likely to refer minority students for gifted education services or to complete checklists favorably.

However, in Arizona, for example, only 0.14 % of the students in gifted and talented programs come from language minority backgrounds (Maker, 1987).

What Types of Programs Are Available for Gifted and Talented Students, and Are They Suitable for Minority Language Students Who Are Selected to Participate?

Because of the void that exists between high school counseling and college advising (Grites, 1979) and because of the additional obstacles and pressures that impinge on gifted urban minority students who attend college, the school counselor's role in preparing gifted urban minority youth for appropriate postsecondary school education can not be underestimated.

Why Are Minority Language Students Underrepresented in Programs for Gifted and Talented Students?

What Are Some Commonly Used Techniques for the Identification of Gifted and Talented Minority Language Students?

Gifted E525: Blending Gifted Education and School Reform (1994) E492: Career Planning for Gifted and Talented Youth (1990) E359: Developing Individualized Education Programs (IEPs) for the Gifted and Talented (1985) E485: Developing Leadership in Gifted Youth (1990) E514: Developing Learner Outcomes for Gifted Students (1992) E510: Differentiating Curriculum for Gifted Students (1991) E484: Fostering Academic Creativity in Gifted Students (1990) E493: Fostering the Post Secondary Aspirations of Gifted Urban Minority Students (1990) E427: Giftedness and Learning Disabilities (1985) E464: Meeting the Needs of Able Learners through Flexible Pacing (1989) E486: Mentor Relationships and Gifted Learners (1990) E483: Personal Computers Help Gifted Students Work Smart (1990) E494: Supporting Gifted Education Through Advocacy (1990) E478: Underachieving Gifted Students (1990)

Jean M. Blanning, of the Connecticut Clearinghouse for Gifted and Talented (1980), suggests that, in general, programs for gifted and talented minority language students should allow their studenGifted and Talented (1980), suggests that, in general, programs for gifted and talented minority language students should allow their studengifted and talented minority language students should allow their students to:

Cultural Diversity E604: Assessment of Culturally and Linguistically Diverse Students for Special Education Eligibility (2000) E584: Critical Behaviors and Strategies for Teaching Culturally Diverse Students (1999) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E500: Empowering Culturally and Linguistically Diverse Students with Learning Problems (1991) E500s: Reforzando a los alumnos Diversos Culturalmente y Lingüí con Aprendizaje (1999) E596: Five Strategies to Reduce Overrepresentation of Culturally and Linguistically Diverse Students in Special Education (2000) E520: Identifying and Serving Recent Immigrant Children Who Are Gifted (1993) E601: Infusing Multicultural Content into the Curriculum for Gifted Students (2000) E589: The Implications of Culture on Developmental Delay (1999) E566: Reducing the Disproportionate Representation of Minority Students in Special Education (1998) E544: Underachievement Among Gifted Minority Students: Problems and Promises (1997) E614: Cultural Reciprocity Aids Collaboration with Families (2001)