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Designing Services and Programs for High-Ability Learners - Book Cover

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Updated Edition of Bestseller

Designing Services and Programs for High-Ability Learners

A Guidebook for Gifted Education

Second Edition
By: Rebecca D. Eckert, Jennifer H. Robins

A Joint Publication with the National Association for Gifted Children

Written by leading experts and based on recent research, this second edition provides educators with the practical advice they need to support today’s gifted learners.

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Product Details

Grade Level: PreK-12
ISBN: 9781483387024
Published By: Corwin
Year: 2016
Page Count: 304
Publication date: August 30, 2016

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Description

The updated, comprehensive guide to developing or enhancing gifted programming

How do we ensure we are meeting the needs of gifted students? The educational landscape has changed dramatically since Designing Services and Programs for High-Ability Learners was first published in 2006. This updated and revised second edition of the landmark guidebook provides educators and administrators with the comprehensive, practical advice they need to support gifted learners, and includes new perspectives based on recent research and the updated National Association for Gifted Children Programming Standards. Written by leading experts, each chapter focuses on a key feature of high-quality gifted programs, from identification to evaluation and advocacy, and takes into account current trends in education, such as the

Focus on diversity and the efforts needed to ensure underrepresented populations are screened for gifted education
Collaboration with special education, families, and community members to ensure all students have access to programming and services
Use of technology, especially in rural communities
Development of local policies to support gifted education

Whether you are developing a new program or restructuring an existing service, this guidebook will help you meet the needs of today’s gifted students.

Author(s)

Rebecca D. Eckert

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

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

Other Titles in: Gifted & Talented Instruction | Gifted & Talented Program Development & Evaluation

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