James John Gallagher
Public Policy in Gifted Education
Herausgeber: Gallagher, James J.; Reis, Sally M.
James John Gallagher
Public Policy in Gifted Education
Herausgeber: Gallagher, James J.; Reis, Sally M.
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Produktdetails
- Produktdetails
- Verlag: Corwin
- Seitenzahl: 212
- Erscheinungstermin: 1. März 2004
- Englisch
- Abmessung: 254mm x 178mm x 12mm
- Gewicht: 409g
- ISBN-13: 9781412904377
- ISBN-10: 1412904374
- Artikelnr.: 22274015
- Verlag: Corwin
- Seitenzahl: 212
- Erscheinungstermin: 1. März 2004
- Englisch
- Abmessung: 254mm x 178mm x 12mm
- Gewicht: 409g
- ISBN-13: 9781412904377
- ISBN-10: 1412904374
- Artikelnr.: 22274015
Sally M. Reis is 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. She was a teacher for 15 years, 11 of which were spent working with gifted students on the elementary, junior high, and high school levels. She has authored more than 130 articles, 9 books, 40 book chapters, and numerous monographs and technical reports. Her research interests are related to special populations of gifted and tal-ented students, including: students with learning disabilities, gifted females and diverse groups of talented students. She is also interested in extensions of the Schoolwide Enrichment Model for both gifted and talented students and as a way to expand offerings and provide general enrichment to identify talents and potentials in students who have not been previously identified as gifted. She has traveled extensively conducting workshops and providing profes-sional development for school districts on gifted education, enrichment programs, and talent development programs. She is co-author of The Schoolwide Enrichment Model, The Secondary Triad Model, Dilemmas in Talent Development in the Middle Years, and a book published in 1998 about womens talent development titled Work Left Undone: Choices and Compromises of Talented Females. Sally serves on several editorial boards, including the Gifted Child Quarterly, and is a past president of the National Association for Gifted Children.
Linda E. Brody directs the Study of Exceptional Talent and co-directs the Diagnostic and Counseling Center at the Johns Hopkins University Center for Talented Youth (CTY). She has over 25 years experience counseling gifted students and their families and conducting research on this population. Having earned her doctorate in the Education of the Gifted from Johns Hopkins, she has taught graduate courses in gifted education there for many years. Her research interests focus on special populations, especially highly gifted students, gifted females, and gifted students with learning disabilities. She is also interested in identify-ing strategies and programs that facilitate talent development and supervises the publication of Imagine, a magazine for academically talented students. Linda has published numerous articles in professional journals and co-edited two books: Women and the Mathematical Mystique and Learning Disabled Gifted Students: Identification and Programming. She presents papers on a regular basis at national and international conferences and reviews articles for numerous journals in the field including Gifted Child Quarterly, Journal of Secondary Gifted Education, and Roeper Review.
Linda E. Brody directs the Study of Exceptional Talent and co-directs the Diagnostic and Counseling Center at the Johns Hopkins University Center for Talented Youth (CTY). She has over 25 years experience counseling gifted students and their families and conducting research on this population. Having earned her doctorate in the Education of the Gifted from Johns Hopkins, she has taught graduate courses in gifted education there for many years. Her research interests focus on special populations, especially highly gifted students, gifted females, and gifted students with learning disabilities. She is also interested in identify-ing strategies and programs that facilitate talent development and supervises the publication of Imagine, a magazine for academically talented students. Linda has published numerous articles in professional journals and co-edited two books: Women and the Mathematical Mystique and Learning Disabled Gifted Students: Identification and Programming. She presents papers on a regular basis at national and international conferences and reviews articles for numerous journals in the field including Gifted Child Quarterly, Journal of Secondary Gifted Education, and Roeper Review.
About the Editors
Series Introduction - Sally M. Reis
Introduction to Public Policy in Gifted Education - James J. Gallagher
1. The Reform Movement and the Quiet Crisis in Gifted Education - Joseph S.
Renzulli, Sally M. Reis
2. Unthinkable Thoughts: Education of Gifted Students - James J. Gallagher
3. Perennial Debates and Tacit Assumptions in the Education of Gifted
Children - Laurence J. Coleman, Michael D. Sanders, and Tracy L. Cross
4. Perceptions of Educational Reform by Educators Representing Middle
Schools, Cooperative Learning, and Gifted Education - James J. Gallagher,
Mary Ruth Coleman, and Susanne Nelson
5. The Effects of the Elimination of Gifted and Talented Programs on
Participating Students and Their Parents - Jeanne H. Purcell
6. Precocious Reading Ability: What Does It Mean? - Nancy Ewald Jackson
7. Contributions of Gifted Education to General Education In a Time of
Change - Carol Ann Tomlinson and Carolyn M. Callahan
8. Are Teachers of the Gifted Specialists? A Landmark Decision on
Employment Practices in Special Education for the Gifted - Joseph S.
Renzulli
9. "Being a Teacher": Emotions and Optimal Experience While Teaching Gifted
Children - Laurence J. Coleman
10. For the Good of Humankind: Matching the Budding Talent with a
Curriculum of Conscience - Carolyn R. Cooper
11. Will the Gifted Child Movement Be Alive and Well in 1990? - Joseph S.
Renzulli
Index
Series Introduction - Sally M. Reis
Introduction to Public Policy in Gifted Education - James J. Gallagher
1. The Reform Movement and the Quiet Crisis in Gifted Education - Joseph S.
Renzulli, Sally M. Reis
2. Unthinkable Thoughts: Education of Gifted Students - James J. Gallagher
3. Perennial Debates and Tacit Assumptions in the Education of Gifted
Children - Laurence J. Coleman, Michael D. Sanders, and Tracy L. Cross
4. Perceptions of Educational Reform by Educators Representing Middle
Schools, Cooperative Learning, and Gifted Education - James J. Gallagher,
Mary Ruth Coleman, and Susanne Nelson
5. The Effects of the Elimination of Gifted and Talented Programs on
Participating Students and Their Parents - Jeanne H. Purcell
6. Precocious Reading Ability: What Does It Mean? - Nancy Ewald Jackson
7. Contributions of Gifted Education to General Education In a Time of
Change - Carol Ann Tomlinson and Carolyn M. Callahan
8. Are Teachers of the Gifted Specialists? A Landmark Decision on
Employment Practices in Special Education for the Gifted - Joseph S.
Renzulli
9. "Being a Teacher": Emotions and Optimal Experience While Teaching Gifted
Children - Laurence J. Coleman
10. For the Good of Humankind: Matching the Budding Talent with a
Curriculum of Conscience - Carolyn R. Cooper
11. Will the Gifted Child Movement Be Alive and Well in 1990? - Joseph S.
Renzulli
Index
About the Editors
Series Introduction - Sally M. Reis
Introduction to Public Policy in Gifted Education - James J. Gallagher
1. The Reform Movement and the Quiet Crisis in Gifted Education - Joseph S.
Renzulli, Sally M. Reis
2. Unthinkable Thoughts: Education of Gifted Students - James J. Gallagher
3. Perennial Debates and Tacit Assumptions in the Education of Gifted
Children - Laurence J. Coleman, Michael D. Sanders, and Tracy L. Cross
4. Perceptions of Educational Reform by Educators Representing Middle
Schools, Cooperative Learning, and Gifted Education - James J. Gallagher,
Mary Ruth Coleman, and Susanne Nelson
5. The Effects of the Elimination of Gifted and Talented Programs on
Participating Students and Their Parents - Jeanne H. Purcell
6. Precocious Reading Ability: What Does It Mean? - Nancy Ewald Jackson
7. Contributions of Gifted Education to General Education In a Time of
Change - Carol Ann Tomlinson and Carolyn M. Callahan
8. Are Teachers of the Gifted Specialists? A Landmark Decision on
Employment Practices in Special Education for the Gifted - Joseph S.
Renzulli
9. "Being a Teacher": Emotions and Optimal Experience While Teaching Gifted
Children - Laurence J. Coleman
10. For the Good of Humankind: Matching the Budding Talent with a
Curriculum of Conscience - Carolyn R. Cooper
11. Will the Gifted Child Movement Be Alive and Well in 1990? - Joseph S.
Renzulli
Index
Series Introduction - Sally M. Reis
Introduction to Public Policy in Gifted Education - James J. Gallagher
1. The Reform Movement and the Quiet Crisis in Gifted Education - Joseph S.
Renzulli, Sally M. Reis
2. Unthinkable Thoughts: Education of Gifted Students - James J. Gallagher
3. Perennial Debates and Tacit Assumptions in the Education of Gifted
Children - Laurence J. Coleman, Michael D. Sanders, and Tracy L. Cross
4. Perceptions of Educational Reform by Educators Representing Middle
Schools, Cooperative Learning, and Gifted Education - James J. Gallagher,
Mary Ruth Coleman, and Susanne Nelson
5. The Effects of the Elimination of Gifted and Talented Programs on
Participating Students and Their Parents - Jeanne H. Purcell
6. Precocious Reading Ability: What Does It Mean? - Nancy Ewald Jackson
7. Contributions of Gifted Education to General Education In a Time of
Change - Carol Ann Tomlinson and Carolyn M. Callahan
8. Are Teachers of the Gifted Specialists? A Landmark Decision on
Employment Practices in Special Education for the Gifted - Joseph S.
Renzulli
9. "Being a Teacher": Emotions and Optimal Experience While Teaching Gifted
Children - Laurence J. Coleman
10. For the Good of Humankind: Matching the Budding Talent with a
Curriculum of Conscience - Carolyn R. Cooper
11. Will the Gifted Child Movement Be Alive and Well in 1990? - Joseph S.
Renzulli
Index