Differentiating Instruction for Gifted Learners

A Case Studies Approach
1. Auflage 2016
ISBN: 978-1-61821-531-4
Verlag: Taylor & Francis

Buch, Englisch, 214 Seiten, Format (B × H): 179 mm x 254 mm, Gewicht: 388 g

Differentiating Instruction for Gifted Learners allows educators and stakeholders to examine issues related to differentiating curriculum and instruction in a variety of contexts. The case studies in this rich resource analyze various differentiation strategies and their benefits to promote classrooms where every student belongs, every student is valued, and every student is nurtured. The cases facilitate conversations about children and their unique needs by situating learning in authentic and meaningful contexts, with the goal of helping educators improve services and programs for gifted and talented students. "Things to Consider" guide the reader's thinking without imparting an explicit action, recommendation, or solution. Discussion questions, activities, extensions, and suggestions for additional readings support the standards of excellence set forth in the revised NAGC-CEC Teacher Preparation Standards in Gifted and Talented Education and the NAGC-CEC Advanced Standards in Gifted Education Teacher Preparation.

Zielgruppe

Professional Practice & Development

Autoren/Hrsg.

Weber, Christine L

Behrens, Wendy A

Boswell, Cecelia

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik Hochbegabtenförderung

Inhaltsverzeichnis

Acknowledgments Foreword Introduction: Why Read a Book on Case Studies for Differentiating Instruction? Chapter 1 Implementing Case Studies to Support High-Quality Professional Development Chapter 2 Utilizing Case Studies to Promote Teacher Preparation Standards Chapter 3 Case Studies: Differentiated Instruction in a Regular Classroom Chapter 4 Case Studies: Differentiated Instruction in a Cluster Classroom Chapter 5 Case Studies: Differentiated Instruction in a Full-Time G/T Classroom References Appendix A NAGC-CEC Advanced Standards in Gifted Education Teacher Preparation Appendix B NAGC-CEC Teacher Preparation Standards in Gifted and Talented Education About the Authors

Über Autor(innen)

Christine L. Weber, Ph.D., is a professor of Childhood Education, Literacy, and TESOL at the University of North Florida, in Jacksonville. She currently serves as the Representative Assembly for CEC-TAG and Chair-elect for the NAGC Professional Development Network. She previously served as Cochair of Awards for the NAGC Research & Evaluation Network.

Wendy A. Behrens, M.A. Ed., serves as the Gifted and Talented Education Specialist for the Minnesota Department of Education, providing leadership and consultation services for educators, administrators, and parents.

Cecilia Boswell, Ed.D., has more than 40 years of experience in education. She currently works as an independent consultant auditing gifted, advanced, and International Baccalaureate programs, creating projects for TEA, consulting for school districts, and developing products for TAGT as their content consultant.