Methods and materials for teaching the gifted:
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Waco, TX
Prufrock Press
2005
|
| Ausgabe: | 2. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XVII, 734 S. |
| ISBN: | 1593630220 |
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Datensatz im Suchindex
| _version_ | 1804138607138570240 |
|---|---|
| adam_text | CONTENTS INTRODUCTION TO THE SECOND EDITION ACKNOWLEDGEMENTS I. THE
VARIED AND UNIQUE CHARACTERISTICS EXHIBITED BY DIVERSE GIFTED AND
TALENTED LEARNERS BY SALLY M REIS AND MELISSA A. SMALL XV XVII 3
GIFTEDNESS AND TALENT: AN INTRODUETION 5 CHARAETERISTICS OF INDIVIDUALS
WITH HIGH INTELLEERUAL ABILITY OR CREATIVE POTENTIAL 8 CHARAETERISTICS
OFINDIVIDUALS WITH HIGH CREATIVE ABILITY OR POTENTIAL 13 DEVELOPMENTAL
CONSIDERATIONS IN REEOGNIZING TRAITS OFTALENTED SRUDENTS 15 DIVERSE
CHARAETERISTICS OF SPECIAL POPULATIONS OF GIFTED AND TALENTED LEARNERS
17 UNDERSTANDING THE DIVERSE WAYS IN WHIEH TALENTS AND GIFTS EMERGE AND
DEVELOP 27 TEAEHER STATEMENT 30 DISEUSSION QUESTIONS 31 REFERENEES 32 2.
PLANNING THE LEARNING ENVIRONMENT BY BARBARA G. HUNT AND ROBERT W SENEY
THE MODIFIEATIONS THE RESPONSIVE LEARNING ENVIRONMENT UNDERSTANDING
GIFTEDNESS ASSESSMENT OF GIFTED STUDENTS THE TEAEHER OF THE GIFTED
COUNSELING NEEDS OF THE GIFTED LEARNER BEHAVIOR AND CLASSROOM MANAGEMENT
SUMMARY TEAEHER STATEMENT DISEUSSION QUESTIONS TEAEHER RESOUREES
REFERENEES VII 37 38 39 43 44 54 57 59 63 64 65 66 70 3. AN ANALYSIS OF
GIFTED EDUCATION CURRICULAR MODELS 75 BY ]OYCE VANTASSEL-BASKA AND
ELISSA F. BROWN HISTORY OF CURRICULAR MODELS 75 DEFINITION OF A
CURRICULAR MODEL: SUBJECTS FOR ANALYSIS 76 METHODOLOGY 78 THE CURRICULAR
MODELS 79 KEY FINDINGS 91 CONCLUSIONS 92 TEACHER STATEMENT 94 DISCUSSION
QUESTIONS 95 TEACHER RESOURCES 96 REFERENCES 101 4. LAYERING
DIFFERENTIATED CURRICULA FOR THE GIFTED AND TALENTED 107 BY SANDRA N
KAPLAN AHISTORY OF DIFFERENTIATED CURRICULA: A PERSPECTIVE 108 THE
LAYERED APPROACH TO DIFFERENTIATING THE CORE CURRICULUM 113 IMPLEMENTING
THE LAYERED CURRICULUM 126 CONCLUSION 128 TEACHER STATEMENT 129
DISCUSSION QUESTIONS 130 REFERENCES 131 5. PROCESS SKILLS AND THE GIFTED
LEARNER 133 BY ROBERT W SENEY PROCESS MODIFICATIONS 135 CRITICAL
THINKING 137 THE CONSTRUCTIVIST PERSPECTIVE 138 PROCESS SKILLS 139
SUMMARY 146 TEACHER STATEMENT 147 DISCUSSION QUESTIONS 147 TEACHER
RESOURCES 148 REFERENCES 149 6. PRODUCT DEVELOPMENT FOR GIFTED STUDENTS
151 BY KRISTEN R. STEPHENS AND FRANCES A. KARNES WHAT IS A PRODUCT? 152
THE IMPORTANCE OF PRODUCT DEVELOPMENT IN GIFTED EDUCATION 152 TYPES
OFPRODUCTS 153 VIII DESIGN AND PRODUCT DEVELOPMENT STAGES OF PRODUCT
DEVELOPMENT COMMUNICATION THROUGH PRODUCTS HOW TO FOSTER PRODUCT
DEVELOPMENT IN THE CLASSROOM SUMMARY TEACHER STATEMENT DISCUSSION
QUESTIONS TEACHER RESOURCES REFERENCES 7. WRITING UNITS THAT REMOVE THE
LEARNING CEILING BY JULIA LINK ROBERTS AND RICHARD A. ROBERTS PLANNING
THE UNIT MODEL OF THE RELATIONSHIP OF UNIT COMPONENTS STEPS IN PLANNING
A UNH THE LEARNING EXPERIENCES: BUILDING BLOCKS OF THE UNIT TEACHER
STATEMENT DISCUSSION QUESTIONS TEACHER RESOURCES REFERENCES 8. MAKING
THE GRADE OR ACHIEVING THE GOAL? EVALUATING LEARNER AND PROGRAM OUTCOMES
IN GIFTED EDUCATION BY CAROLYN M CALLAHAN 155 157 165 171 174 175 175
176 178 179 181 182 183 189 205 206 207 209 211 THE IMPORTANCE OF
CAREFUL ASSESSMENT OF LEARNING OUTCOMES 212 PLANNING FOR GOOD CLASSROOM
EVALUATION 214 THE COGNITIVE DIMENSION: CONTENT, PROCESS, AND PRODUCT
OUTCOMES 217 CREATING OR SELECTING THE TOOLS TO USE IN CLASSROOM
ASSESSMENT 225 THE IMPORTANCE OF EVALUATING PROGRAMS FOR GIFTED STUDENTS
231 ASSESSMENT OF OTHER PROGRAM COMPONENTS 235 THE INSTRUCTIONAL CIRCLE
241 TEACHER STATEMENT 242 DISCUSSION QUESTIONS 243 REFERENCES 244 9.
TEACHINGANALYTICAL AND CRITICAL THINKING SKILLS IN GIFTED EDUCATION 249
BY SANDRA PARKS ANALYTICAL AND CRITICAL THINKING INSTRUCTION FOR GIFTED
STUDENTS 250 APPROACHES TO TEACHING ANALYTICAL AND CRITICAL THINKING 256
ASSESSING ANALYTICAL AND CRITICAL THINKING 275 IX TEACHER STATEMENT 279
DISCUSSION QUESTIONS 280 TEACHER RESOURCES 281 REFERENCES 283 10.
ADAPTING PROBLEM-BASED LEARNING FOR GIFTED STUDENTS 285 BY SHELAGH A.
GALLAGHER MATCHING CURRICULUM AND CHARACTERISTICS: GIFTED STUDENTS AND
PROBLEM SOLVING 285 PROBLEM-BASED LEARNING: A PROMISING ROAD TO
EXPERTISE 289 ADAPTING PBL FOE GIFTED STUDENTS: NEW APPLICATIONS OF
FAMILIAR RECOMMENDATIONS 292 WHERE AND WHEN TO USE PBL 299 TEACHER
STATEMENT 303 DISCUSSION QUESTIONS 305 TEACHER RESOURCES 306 REFERENCES
310 I I. DEVELOPING CREATIVE THINKING 313 BY BONNIE CRAMOND WHO IS
CREATIVE? 317 ENHANCING CREATIVITY THROUGH THE ENVIRONMENT 318
STRATEGIES FOR PROMOTING CREATIVITY IN THE CLASSROOM 321 COMPETITIONS
338 THE INCUBATION MODEL 340 SUMMARY 343 CONCLUSION 344 TEACHER
STATEMENT 345 DISCUSSION QUESTIONS 346 TEACHER RESOURCES 347 REFERENCES
349 12. DEVELOPING RESEARCH SKILLS IN GIFTED STUDENTS 353 BY BARBARA
MOORE HISTORICAL PERSPECTIVE 356 PROGRAM MODELS 358 THE RESEARCH PROCESS
359 STEPS IN THE RESEARCH PROCESS 360 EVALUATING STUDENT RESEARCHERS 369
RESEARCH AND GIFTED STUDENTS WITH LEARNING DISABILITIES 370 CONCLUSIONS
371 TEACHER STATEMENT 372 DISCUSSION QUESTIONS 373 TEACHER RESOURCES 374
REFERENCES 376 X 13. TEACHING GIFTED STUDENTS THROUGH INDEPENDENT STUDY
BY SUSAN K JOHMEN AND KRYSTAI K GOREE INDEPENDENT STUDY MODELS
GUIDELINES FOR INDEPENDENT STUDY STEPS IN INDEPENDENT STUDY CONCLUSION
TEACHER STATEMENT DISCUSSION QUESTIONS TEACHER RESOURCES REFERENCES 14.
AFFECTIVE EDUCATION:ADDRESSING THE SODAL AND EMOTIONAL NEEDS OF GIFTED
STUDENTS IN THE CLASSROOM BY STEPHANIE A. NUGENT WHAT IS AFFECTIVE
EDUCATION? WHY INCLUDE AFFECTIVE EDUCATION IN THE CURRICULUM? HOW CAN
THE AFFECTIVE DOMAIN BE ADDRESSED IN THE CLASSROOM? CLOSING THOUGHTS
TEACHER STATEMENT DISCUSSION QUESTIONS TEACHER RESOURCES REFERENCES 15.
DEVELOPING THE LEADERSHIP POTENTIAL OF GIFTED STUDENTS BY SUZANNE M.
BEAN AND FRANCES A. KAMES DEFINITIONS OF LEADERSHIP THEORIES OF
LEADERSHIP CHANGING GENERATIONS AND PARADIGMS CURRENT RESEARCH ON
LEADERSHIP AND YOUTH LEADERSHIP AND GIFTEDNESS SCREENING AND
IDENTIFICATION OF GIFTED LEADERS INSTRUCTIONAL PROGRAMS AND MATERIALS
FOR LEADERSHIP INCORPORATING LEADERSHIP INTO THE CURRICULUM FOR GIFTED
STUDENTS SUMMARY TEACHER STATEMENT DISCUSSION QUESTIONS TEACHER
RESOURCES REFERENCES 16. EXTENDING LEARNINGTHROUGH MENTORSHIPS BY DEI
SIEGLE AND D. BETSY MCCOACH DEFINITION OF AMENTORSHIP THE EFFECTIVENESS
OF MENTORSHIPS XI 379 380 387 389 397 398 400 401 407 409 409 417 418
426 428 428 429 436 439 440 441 442 444 445 446 452 456 460 461 462 463
467 473 475 476 BENEFITS TO MENTORS MENTORING AT DIFFERENT AGES
MENTORING UNDERSERVED POPULATIONS TELEMENTORING ESTABLISHING AMENTORSHIP
PROGRAM AN EXAMPLE OF A SECONDARY LEVEL MENTORING PROGRAM DESIGN
CONCLUSION MENTORSHIP IN ACTION DISCUSSION QUESTIONS TEACHER RESOURCES
REFERENCES 17. COOPERATIVE LEARNING AND GIFTED LEARNERS BY MARY RUTH
COLEMAN COOPERATIVE LEARNING MODELS COOPERATIVE LEARNING WITH GIFTED
STUDENTS SPECIAL FACTORS TO CONSIDER STRATEGIES FOR COOPERATIVE LEARNING
WITH GIFTED STUDENTS SAMPIE CL ACTIVITIES FOR DIFFERENT GRADES AND
SETTINGS ROLE OF THE TEACHER CONCLUSION TEACHER STATEMENT DISCUSSION
QUESTIONS TEACHER RESOURCES REFERENCES 18. TEACHING THE GIFTED THROUGH
SIMULATION BY DOROTHY SISK BACKGROUND AND DEFINITIONS WHY IS SIMULATION
EFFECTIVE FOR GIFTED STUDENTS? MAJOR BENEFITS FOR GIFTED STUDENTS
DERIVED FROM SIMULATION GAMES EXAMPLES OF SIMULATION GAMES A COMPARISON
OF ELEMENTS OF SIMULATIONS GAMES USING SIMULATION EFFECTIVELY DESIGNING
A SIMULATION GAME SITUATIONS IN WHICH SIMULATION GAMES ARE USEFUL
BENEFITS AND OUTCOMES FROM USING SIMULATION GAMES COMPARISON WITH OTHER
TEACHING METHODS CONCLUSION TEACHER STATEMENT DISCUSSION QUESTIONS
TEACHER RESOURCES REFERENCES XII 477 478 479 482 484 507 509 511 512 513
515 519 520 521 522 525 527 534 534 535 536 537 540 543 543 547 550 553
556 557 558 562 563 563 564 566 567 568 573 19. TEACHING GIFTED AND
TALENTED STUDENTS IN REGULAR CLASSROOMS 577 BY TRACYL. RILEY NOT JUST
GIFTED ON WEDNESDAYS 578 QUALITATIVE DIFFERENTIATION 580 GETTING TO KNOW
GIFTED AND TALENTED STUDENTS 582 PUTTING THE THEORY INTO PRAETIEE 586
OTHER ISSUESIN EDUCATING GIFTED AND TALENTED STUDENTS IN THE REGULAR
CLASSROOM 607 CONDUSION 609 DISEUSSION QUESTIONS AND AETIVITIES 610
TEAEHER RESOUREES 611 REFERENEES 613 20. PUBLIC RELATIONS AND ADVOCACY
FOR THE GIFTED 615 BY JOAN D. LEWIS AND FRANCESA. KARNES DEFINITION
OFTERMS 616 RATIONALE FOR PUBLIE RELATIONS IN GIFTED EDUCATION 616
TARGETING YOURAUDIENEE 618 PUBLIE RELATIONS STRATEGIES 620 BASIE
PLANNING FOR EFFEETIVE PUBLIE RELATIONS 627 THE MESSAGE 630 TALENT
IDENTIFICATION 631 INVOLVING OTHERS 638 USE OF ORGANIZERS 640 INVOLVING
OTHER CONSTITUENEIES 642 SUMMARY 649 TEAEHER STATEMENT 650 DISEUSSION
QUESTIONS 651 TEAEHER RESOUREES 652 REFERENEES 655 21. TEACHING ON A
SHOESTRING: MATERIALS 657 FOR TEACHING GIFTED AND TALENTED STUDENTS BY
TRACYL. RILEY DIFFERENTIATED MATERIALS 658 MATERIALS AND CRITERIA FOR
THEIR SELEETION 659 THE SEAREH FOR MATERIALS 666 FREE AND INEXPENSIVE
MATERIALS 675 THE SEAREH FOR FREE AND INEXPENSIVE MATERIALS 678 TIPS FOR
TEAEHERS AND THEIR STUDENTS 680 A SAMPLING OF FREE (OR ALMOST FREE)
IDEAS 682 TYING LT ALL TOGETHER 685 XIII TEAEHER STATEMENTS DISEUSSION
QUESTIONS AND AETIVITIES TEAEHER RESOUREES REFERENEES 22. GETTING WHAT
YOU NEED: LOCATING AND OBTAINING MONEY AND OTHER RESOURCES BY KRISTEN R
STEPHENS AND FRANCES A. KARNES STATUS OF FEDERAL FUNDING FOR GIFTED
EDUCATION TYPES OF FUNDING DEVELOPING AN IDEA LOCATING A FUNDING SOUREE
ANALYZING SOUREES MAJOR COMPONENTS OF AGRANT PROPOSAL SOUREES OF FUNDING
IN YOUR COMMUNITY CREATIVE FUNDRAISING OLD STRATEGIES/NEW PRAETIEES
CONCLUSION TEAEHER STATEMENT DISCUSSION QUESTIONS TEAEHER RESOUREES
REFERENEES ABOUT THE AUTHORS INDEX XIV 687 688 689 699 701 701 703 704
704 707 708 710 710 712 713 714 715 716 720 721 729
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| id | DE-604.BV035305142 |
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| indexdate | 2024-07-09T21:30:52Z |
| institution | BVB |
| isbn | 1593630220 |
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| physical | XVII, 734 S. |
| publishDate | 2005 |
| publishDateSearch | 2005 |
| publishDateSort | 2005 |
| publisher | Prufrock Press |
| record_format | marc |
| spelling | Methods and materials for teaching the gifted edited by Frances A. Karnes, Suzanne M. Bean 2. ed. Waco, TX Prufrock Press 2005 XVII, 734 S. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Erziehung Gifted children Education Gifted children Identification Hochbegabter (DE-588)4128221-8 gnd rswk-swf Schüler (DE-588)4053369-4 gnd rswk-swf Unterricht (DE-588)4062005-0 gnd rswk-swf Begabtenförderung (DE-588)4069227-9 gnd rswk-swf Hochbegabter (DE-588)4128221-8 s Unterricht (DE-588)4062005-0 s Schüler (DE-588)4053369-4 s DE-604 Begabtenförderung (DE-588)4069227-9 s 1\p DE-604 Karnes, Frances A. Sonstige oth Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017109949&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Methods and materials for teaching the gifted Erziehung Gifted children Education Gifted children Identification Hochbegabter (DE-588)4128221-8 gnd Schüler (DE-588)4053369-4 gnd Unterricht (DE-588)4062005-0 gnd Begabtenförderung (DE-588)4069227-9 gnd |
| subject_GND | (DE-588)4128221-8 (DE-588)4053369-4 (DE-588)4062005-0 (DE-588)4069227-9 |
| title | Methods and materials for teaching the gifted |
| title_auth | Methods and materials for teaching the gifted |
| title_exact_search | Methods and materials for teaching the gifted |
| title_full | Methods and materials for teaching the gifted edited by Frances A. Karnes, Suzanne M. Bean |
| title_fullStr | Methods and materials for teaching the gifted edited by Frances A. Karnes, Suzanne M. Bean |
| title_full_unstemmed | Methods and materials for teaching the gifted edited by Frances A. Karnes, Suzanne M. Bean |
| title_short | Methods and materials for teaching the gifted |
| title_sort | methods and materials for teaching the gifted |
| topic | Erziehung Gifted children Education Gifted children Identification Hochbegabter (DE-588)4128221-8 gnd Schüler (DE-588)4053369-4 gnd Unterricht (DE-588)4062005-0 gnd Begabtenförderung (DE-588)4069227-9 gnd |
| topic_facet | Erziehung Gifted children Education Gifted children Identification Hochbegabter Schüler Unterricht Begabtenförderung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017109949&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT karnesfrancesa methodsandmaterialsforteachingthegifted |