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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... important problems of a field are never completely solved , and progress in the field depends on the willingness of workers and thinkers to reexamine significant problems . A number of important problems of this nature persist in gifted ...
... important problems of a field are never completely solved , and progress in the field depends on the willingness of workers and thinkers to reexamine significant problems . A number of important problems of this nature persist in gifted ...
Strona 128
... important to make the distinction between : assertive behavior and aggressive behavior . Assertive behavior attempts , in an objective fashion , to clarify rights , laws , roles and responsibilities . It is task- oriented behavior ...
... important to make the distinction between : assertive behavior and aggressive behavior . Assertive behavior attempts , in an objective fashion , to clarify rights , laws , roles and responsibilities . It is task- oriented behavior ...
Strona 199
... important to a consideration of the academic curriculum . Disciplines embody the intellectual legacy , and they exemplify the aims of literacy and rationalism referred to above and in Chapter 1 . The remarkable thing about Spencer's ...
... important to a consideration of the academic curriculum . Disciplines embody the intellectual legacy , and they exemplify the aims of literacy and rationalism referred to above and in Chapter 1 . The remarkable thing about Spencer's ...
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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