Designing Services and Programs for High-Ability Learners: A Guidebook for Gifted Education / Edition 2

by Rebecca D. Eckert, Jennifer H. Robins

Overview

The updated, comprehensive guide to developing or enhancing gifted programming

With new perspectives based on recent research and the updated National Association for Gifted Children Programming Standards, this second edition of Designing Services and Programs for High-Ability Learners provides educators with the comprehensive, practical advice they need to support today’s gifted learners. Written by leading experts, each chapter focuses on a key feature of high-quality gifted programs and takes into account current educational trends, such as the

• Focus on diversity to ensure underrepresented populations are screened for gifted education
• Collaboration with special education to ensure students with disabilities have access to programming
• Use of technology
• Development of local policies to support gifted education

Product Details

ISBN-13:	9781483387024
Publisher:	SAGE Publications
Publication date:	09/28/2016
Edition description:	Second Edition
Pages:	304
Sales rank:	1,111,194
Product dimensions:	8.50(w) x 10.90(h) x 0.80(d)

About the Author

Rebecca D. Eckert, Ph.D., is an associate clinical professor in Teacher Education at the Neag School of Education at the University of Connecticut, where she works with preservice teachers as they navigate the joys and challenges of their first classroom experiences. In her former role as the Gifted Resource Specialist for the National Association for Gifted Children (NAGC), Rebecca helped to redesign the NAGC website and develop practical resources for educators and advocates of gifted students. Her previous work at The National Research Center on the Gifted and Talented included participation in Javits research at both the elementary and secondary levels. Her research interests include talented readers, recruitment and preparation of new teachers, arts in the schools, and public policy and gifted education. She is a former middle school teacher with experience in geography, history, and theatre arts.

Jennifer H. Robins, Ph.D., is the Director of Publications and Professional Development at the Center for Gifted Education at William & Mary and a clinical assistant professor. She teaches graduate courses in gifted education, working with teachers who are pursuing their gifted endorsement. She is a former teacher of elementary gifted and talented students and was senior editor at Prufrock Press, focusing on the development of scholarly materials, including gifted education textbooks and professional development books, as well as classroom materials for teachers of gifted and advanced students. She is managing editor of the Journal for the Education of the Gifted and a board member of The Association for the Gifted, Council for Exceptional Children. Her areas of interest include the history of gifted education and underrepresented populations.

Table of Contents

Acknowledgments
About the Editors
About the Contributors
Introduction
Chapter 1. Aligning Gifted Programming and Services With National and State Standards
Chapter 2. Developing a Mission Statement on the Educational Needs of Gifted and Talented Students
Chapter 3. Developing a Definition of Giftedness
Chapter 4. Constructing Identification Procedures
Chapter 5. Comprehensive Program Design
Chapter 6. Creating a Comprehensive and Defensible Budget for Gifted Programs and Services
Chapter 7. Providing Programs and Services for Gifted Students at the Elementary Level
Chapter 8. Providing Programs and Services for Gifted Students at the Secondary Level
Chapter 9. Services That Meet the Social and Emotional Needs of Gifted Children
Chapter 10. Attending to the Needs of Twice-Exceptional Learners
Chapter 11. Promoting Opportunity, Rigor, and Achievement for Underrepresented Students
Chapter 12. Designing a Professional Development Plan
Chapter 13. Collaborating With Families to Support Gifted Students
Chapter 14. Planning for Advocacy
Chapter 15. Developing Local Policies to Guide and Support Gifted Programs and Services
Chapter 16. Developing a Plan for Evaluating Services Provided to Gifted Students
Chapter 17. Using Scientifically Based Research to Make Decisions About Gifted Education Programs, Services, and Resources
Appendix A. Establishing Gifted Education Advisory Committees
Appendix B. NAGC Pre-K–Grade 12 Gifted Programming Standards
Index