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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... mastery are specified . What is not indicated is the nature of the test used to verify mastery . This should be determined in the IEP meeting and docu- mented on the IEP . In addition , estimated timetables for mastery of objectives ...
... mastery are specified . What is not indicated is the nature of the test used to verify mastery . This should be determined in the IEP meeting and docu- mented on the IEP . In addition , estimated timetables for mastery of objectives ...
Strona 235
... Mastery Learning . Mastery learning is based on the assumption that most of the variance in student achievement is a function of instruction ( Bloom , 1976 ) . Thus , the teacher's response to students ' failure to achieve high grades ...
... Mastery Learning . Mastery learning is based on the assumption that most of the variance in student achievement is a function of instruction ( Bloom , 1976 ) . Thus , the teacher's response to students ' failure to achieve high grades ...
Strona 283
... mastery of skills must be identified . Mastery Criteria . Criterion levels for successful mastery of a skill need to be established if gifted students are to receive credit for their academic work . Students in Project F.U.T.U.R.E. were ...
... mastery of skills must be identified . Mastery Criteria . Criterion levels for successful mastery of a skill need to be established if gifted students are to receive credit for their academic work . Students in Project F.U.T.U.R.E. were ...
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