Total School Cluster Grouping and Differentiation

A Comprehensive, Research-based Plan for Raising Student Achievement and Improving Teacher Practices
2. Auflage 2014
ISBN: 978-1-61821-161-3
Verlag: Routledge

Buch, Englisch, 276 Seiten, Format (B × H): 210 mm x 280 mm, Gewicht: 683 g

The Total School Cluster Grouping Model is a specific, research-based, total-school application of cluster grouping combined with differentiation, focused on meeting the needs of students identified as gifted while also improving teaching, learning, and achievement of all students.

This revised and updated second edition of Total School Cluster Grouping and Differentiation includes rationale and research followed by specific steps for developing site-specific applications that will make the important art of differentiation possible by reducing the range of achievement levels in teachers' classrooms. Materials to support staff development—including powerful simulations, evaluation, management, special populations, differentiation strategies, social and emotional needs, and recommended materials—are included.

Zielgruppe

Professional Practice & Development

Autoren/Hrsg.

Gentry, Marcia

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik Hochbegabtenförderung

Inhaltsverzeichnis

Acknowledgements Foreword Introduction Part I: Developing A Tscg Program Chapter 1 What Is Cluster Grouping?: An Introduction to Total School Cluster Grouping Chapter 2 Total School Cluster Grouping Model: Implementation and Practice Chapter 3 Developing a Professional Learning Plan to Support TSCG Implementation: Supporting Teachers and Educating the Community Chapter 4 The Purdue Simulation: Understanding and Identifying Students Across the Gifted Spectrum Chapter 5 Complementing Other Services and Programs Chapter 6 Collaborative Evaluation for Program Monitoring Part II: Differentiating In The Cluster-Grouped Classroom Chapter 7 Differentiation: Demolishing Ceilings Chapter 8 Curriculum Compacting: Organized Common Sense Chapter 9 Identifying and Serving Twice-Exceptional Students in a TSCG Classroom Chapter 10 Developing Resilience Among High-Ability Learners: What We Should Know and What We Can Do Chapter 11 Student-Focused Differentiation References Appendix A Interview Protocol Appendix B Teacher Observation Form Appendix C Purdue Simulation Case Study Epilogues Appendix D Recommended Differentiation and Gifted Education Resource About The Authors

Über Autor(innen)

Marcia Gentry is the director of the Gifted Education Resource Institute and professor of educational studies at Purdue University. Her research has focused on the use of cluster grouping and differentiation, the application of gifted education pedagogy to improve teaching and learning, student perceptions of school, and nontraditional services and underserved populations.

Dr. Mann is the Co-Director of the Gifted Education Resource Institute and an Assistant Professor of Educational Studies at Purdue University where she oversees the PreKindergarten through 12th grade talent development programs and the gifted and talented licensure program. In addition, she presents regularly at state and national conferences including the National Association for Gifted Children, Confratute, and the DISCOVER! Institute.