Teaching Gifted Children: Principles and StrategiesLittle, Brown, 1986 - 439 Preparations - Evaluation - Instruction - Individuals and systems - Pace and content - Enrichment - Instructional format - Social implications___ |
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Strona 29
... Identified as Gifted by Stanford - Binet Effectiveness Efficiencyb Teacher judgment 154 41 45.1 26.6 Honor roll 371 67 73.6 18.0 Creativity 137 14 15.5 10.2 Art ability 66 6 6.6 9.1 Music ability 71 8 9.9 11.2 Student council 82 13 14.3 ...
... Identified as Gifted by Stanford - Binet Effectiveness Efficiencyb Teacher judgment 154 41 45.1 26.6 Honor roll 371 67 73.6 18.0 Creativity 137 14 15.5 10.2 Art ability 66 6 6.6 9.1 Music ability 71 8 9.9 11.2 Student council 82 13 14.3 ...
Strona 104
... identified moderately bright children ( mean IQs in the upper 120s ) who made good grades ; it identified no gifted underachievers . The depth model included more high - IQ children . Approximately 36 to 70 percent of the children ...
... identified moderately bright children ( mean IQs in the upper 120s ) who made good grades ; it identified no gifted underachievers . The depth model included more high - IQ children . Approximately 36 to 70 percent of the children ...
Strona 153
... identified gifted children ; it is even beyond the resources of most middle - class families . For the less - often - identified gifted children from a working - class background , explo- ration of this option is even more unlikely , no ...
... identified gifted children ; it is even beyond the resources of most middle - class families . For the less - often - identified gifted children from a working - class background , explo- ration of this option is even more unlikely , no ...
Spis treści
From Galton to Renzulli and Back Again 3 | 7 |
3 | 8 |
The Species | 11 |
Prawa autorskie | |
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ability ability grouping academic talent acceleration accelerative achievement tests activities administration Advanced Placement Program alternatives approach appropriate aptitude areas arts assessment behavior cautions Chapter characteristics chil cognitive concepts considered courses creative criterion-referenced tests cultural curriculum dents determine discussion education programs effective elementary eligibility enrichment evaluation example gifted children gifted education gifted programs gifted students giftedness goals grade grams handicapped high school identified independent study individual individualized education programs instruction intellectual IQ tests learning least restrictive environment mastery learning materials math mathematics measure ment methods mini-courses norm-referenced tests number of students options parents particular percent performance placement potential practice problem-solving problems procedures public schools reading referral regular classroom Renzulli require sample screening selected skills social special education specific Stanford-Binet subjects Synectics teachers teaching techniques tion traits underachievers verbal WISC-R Ysseldyke