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 45
... scores within the restricted gifted range ( Karnes & Brown , 1979 ) and seems to be approx- imately 100 percent ... scores and WISC - R scores . According to this study , the W - J scores tend , however , to be an average of one standard ...
... scores within the restricted gifted range ( Karnes & Brown , 1979 ) and seems to be approx- imately 100 percent ... scores and WISC - R scores . According to this study , the W - J scores tend , however , to be an average of one standard ...
Strona 104
... score in the top 2 or 3 percent in at least one of the following areas : school grades in basic skill subjects , achievement test scores , creativity test scores , behavior checklist scores , and intelligence test scores . Children ...
... score in the top 2 or 3 percent in at least one of the following areas : school grades in basic skill subjects , achievement test scores , creativity test scores , behavior checklist scores , and intelligence test scores . Children ...
Strona 366
... scores on norm - referenced instru- ments so abstractly . What concerns us as practitioners is the utility of scores for educational decision - making . Today , as a result of traditional practice , we interpret scores easily , with ...
... scores on norm - referenced instru- ments so abstractly . What concerns us as practitioners is the utility of scores for educational decision - making . Today , as a result of traditional practice , we interpret scores easily , with ...
Spis treści
From Galton to Renzulli and Back Again 3 | 7 |
3 | 8 |
The Species | 11 |
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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