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e-Book Effective Curriculum for Underserved Gifted Students: A CEC-TAG Educational Resource download

e-Book Effective Curriculum for Underserved Gifted Students: A CEC-TAG Educational Resource download

by Tamra Stambaugh Ph.D.,Kimberley Chandler Ph.D.

ISBN: 1593638426
ISBN13: 978-1593638429
Language: English
Publisher: Prufrock Press (October 1, 2011)
Pages: 104
Category: Schools and Teaching
Subategory: Learning

ePub size: 1960 kb
Fb2 size: 1391 kb
DJVU size: 1549 kb
Rating: 4.4
Votes: 616
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A CEC-TAG Educational Resource. Books related to Effective Curriculum for Underserved Gifted Students.

A CEC-TAG Educational Resource. by Tamra Stambaugh, P. Kimberley Chandler, P.

Some error text about your books and stuff. by Stambaugh, Tamra, Chandler, Kimberley. Effective Curriculum for Underserved Gifted Students : a CEC-TAG Educational Resource.

Tamra Stambaugh, Kimberley Chandler. Nov 30, 2011 Lisa rated it liked it. Shelves: education. Perhaps the most interesting part of the book was the identification of culturally and linguistically diverse learners since I have long taken issue with the non-inclusion of racial and ethnic minorities in gifted programs. Many of these students are excluded on the basis of test which are biased against them, as many people would assume.

Gifted Students: A CEC-TAG Educational Resource can be one of your nice books that are good idea. Effective Curriculum for Underserved Gifted Students: A CEC-TAG Educational Resource by Tamra Stambaugh P. Kimberley Chandler P.

Effective Curriculum for Underserved Gifted Students: A CEC-TAG Educational Resource can be one of your nice books that are good idea.

Tamra Stambaugh, P. & Kimberley L. Chandler, P. Waco, TX: Prufrock Press, 2012. From the start of this book, it is clear that the authors' intent is to only recommend curriculum-based interventions through the themes they have come across that have consistently shown positive outcomes for underserved gifted students.

Find nearly any book by Kimberley Chandler P. by Tamra Stambaugh P. Get the best deal by comparing prices from over 100,000 booksellers. ISBN 9781593638429 (978-1-59363-842-9) Softcover, Prufrock Press, 2011. Effective Program Models for Gifted Students from Underserved Populations (CEC-TAG Educational Resources).

THEUPDATE by Tamra Stambaugh and Kimberley L. Chandler She directs the P. program and programs related to gifted and talented education. Chandler. Factors That Impact Gifted CLD Learners Responses to Curriculum and Instruction. CEC-TAG Officers In this issue and the next two issues, you will be introduced to the CEC-TAG Board of Directors. We begin with the president, past president, vice president, secretary and treasurer. She has written more than 150 articles, monographs, technical reports, and books related to gifted education. She is a frequent presenter at international, national, and state conferences.

for underserved gifted students: a CEC-TAG educational resource.

Effective curriculum for underserved gifted students. 1 2 3 4 5. Want to Read. Effective curriculum for underserved gifted students: a CEC-TAG educational resource. 2012, Prufrock Press Inc. in English.

Effective Curriculum for Underserved Gifted Students explains the need for a differentiated curriculum for gifted students typically underrepresented in gifted programs, including children of poverty and those who are from culturally and linguistically diverse populations. Features of research-based curriculum found to be effective in enhancing the academic achievement of these populations are highlighted. In addition, practical, evidence-based strategies for curriculum development and instruction are shared.
Comments:
Kagalkree
Effective Curriculum for Underserved Students addresses concerns that teachers face while identifying and serving this largely invisible demographic. Starting with a discussion of terminology and a literature review, the book proceeds to a discussion of methods that have been used to enhance instruction, impediments that may be encountered, and practical steps for teachers, schools, and parents.

At this point, I feel the need to issue a disclaimer: I am not a K-12 teacher but a college instructor, and my career has an impact on the discussion of this short book. I am not privy to the politics and challenges of K-12 education.

On the upside, this book has a great literature review for a field that has gotten less attention than it should have. The authors take great care with the definitions, expanding and clarifying terms as needed. They have a relatively strong discussion of the difficulties in identifying gifted children from poor, minority, and non-English speaking backgrounds who may not excel in standardized tests. They list and give a small number of examples for techniques that have been used with gifted children. The social situation is also taken into account, as parents may not be as involved in school or in their children's education in some of these groups for a variety of reasons: they work more than one job, they come from countries where parental involvement in the school may be construed as rude, they may not feel welcome. It ends with very practical suggestions for everyone involved and interested in educating children.

The book also has a few negatives. For one, it reads like a Master's thesis or a much reduced Doctoral dissertation. There is very little emphasis on actual techniques, as a discussion of the literature and issues dominate: if you want real hands-on advice, other than the last chapter, it may not be the book you need. Most of the practical advice, and even the techniques the authors discuss, I feel should be heeded in any classroom: all children should be in schools where diversity is appreciated, where teachers encourage all kids to work up to their potential, where they can feel comfortable and safe in learning and life. I hope this is not only limited to gifted children.

Tam
Stambaugh and Chandler provide a review of research-based curriculum to be used with CLD learners. Within the specific curricular options, the authors describe specific strategies that are effective in challenging and engaging CLD learners. Teachers can utilize these strategies even if they are unable to buy the specific curriculum units. The authors also provide common features of curriculum that are effective with CLD learners, including, scaffolding instruction through the use of graphic organizers and emphasizing potential instead of remediation. Additionally, the authors stress the importance of cultural relevancy to CLD students. The book concludes with recommendations for teachers, school counselors, school administrators, policy makers, professional development coordinators, parents, and community members.

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