Beyond Gifted Education takes the concerned gifted program coordinator or school administrator through the process of identifying needs, responding with programming, and then finding students who are well-suited for and would benefit from advanced academic programming.
Beyond Gifted Education takes the concerned gifted program coordinator or school administrator through the process of identifying needs, responding with programming, and then finding students who are well-suited for and would benefit from advanced academic programming.
Scott J. Peters, Ph.D., is assistant professor of educational foundations at the University of Wisconsin-Whitewater, where he teaches courses related to measurement and assessment, research methodology, and gifted education. He received his Ph.D. from Purdue University specializing in gifted and talented education with secondary areas in applied research methodology and English education. His research work focuses on educational assessment with regard to policy and practice, identification of student exceptionalities¿particularly those from low-income or underrepresented groups¿and gifted and talented programming outcomes. He has published in Teaching for High Potential, Gifted Child Quarterly, Journal of Advanced Academics, Gifted and Talented International, Gifted Children, Journal of Career and Technical Education Research, Ed Leadership, and Pedagogies. He is the past recipient of the Feldhusen Doctoral Fellowship in Gifted Education, the NAGC Research and Evaluation Network Dissertation Award, the NAGC Doctoral Student of the Year Award, and the UW-Whitewater College of Education Innovation Award. He has served as the assistant program chair and program chair of the AERA Research on Giftedness, Creativity, and Talent SIG, on the board of directors of the Wisconsin Association for Talented and Gifted, and as the National Association for Gifted Children Research and Evaluation network secretary. Michael S. Matthews, Ph.D., is an assistant professor in the Department of Special Education and Child Development at the University of North Carolina at Charlotte. He previously served as an assistant professor at the University of South Florida in Tampa and as a postdoctoral research fellow at the Duke University Talent Identification Program. Matthews earned his doctoral degree in educational psychology, with a concentration in gifted and creative education, from the University of Georgia. He is a regular presenter at state, national, and international meetings on gifted education. He was the 2006 Program Chair for the special interest group, Research on Giftedness and Talent, of the American Educational Research Association. He serves as a reviewer for several journals, including Gifted Child Quarterly and Journal for the Education of the Gifted. Matthews' research interests include underachievement, science education, and varied issues related to cultural and linguistic diversity in gifted education.
Inhaltsangabe
Preface 1 Introduction 2 Identification for What? 3 The Process of Identifying Students in Need of Advanced Academic Programming 4 Total School Cluster Grouping: Illustrative Example 5 Acceleration: Illustrative Example 6 But What About Enrichment? 7 When Addressing Underrepresentation IS the Goal: Illustrative Example 8 Common Pitfalls in Identification 9 An Introduction to Combining Multiple Measures 10 Conclusion References Appendix A: NAGC Pre-K¿Grade 12 Gifted Education Programming Standards Appendix B: Code of Fair Testing Practices in Education: Prepared by the Joint Committee on Testing Practices Appendix C: NAGC Position Statement: The Role of Assessments in the Identification of Gifted Students About the Authors.
Preface 1 Introduction 2 Identification for What? 3 The Process of Identifying Students in Need of Advanced Academic Programming 4 Total School Cluster Grouping: Illustrative Example 5 Acceleration: Illustrative Example 6 But What About Enrichment? 7 When Addressing Underrepresentation IS the Goal: Illustrative Example 8 Common Pitfalls in Identification 9 An Introduction to Combining Multiple Measures 10 Conclusion References Appendix A: NAGC Pre-K¿Grade 12 Gifted Education Programming Standards Appendix B: Code of Fair Testing Practices in Education: Prepared by the Joint Committee on Testing Practices Appendix C: NAGC Position Statement: The Role of Assessments in the Identification of Gifted Students About the Authors.
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