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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... social science depart- ment . We believe that a separate social science department might be neces- sary if the traditions of the social sciences are to be distinguished from those of history and social studies . The goal should be for ...
... social science depart- ment . We believe that a separate social science department might be neces- sary if the traditions of the social sciences are to be distinguished from those of history and social studies . The goal should be for ...
Strona 372
... social inequality . A pic- ture of such a version of gifted education ( in California , where interest in the gifted has traditionally been strong ) is reported by Weiler ( 1978 ) . Weiler , a parent and teacher , recounts how ...
... social inequality . A pic- ture of such a version of gifted education ( in California , where interest in the gifted has traditionally been strong ) is reported by Weiler ( 1978 ) . Weiler , a parent and teacher , recounts how ...
Strona 436
... social ( see social science ) screening tests of achievement , 54-56 for arts program , 307-308 IQ tests ( descriptions ) , 44-47 place in evaluation , 37 , 44-47 , 54 Seashore Tests of Musical Talent , 57 secondary curriculum for ...
... social ( see social science ) screening tests of achievement , 54-56 for arts program , 307-308 IQ tests ( descriptions ) , 44-47 place in evaluation , 37 , 44-47 , 54 Seashore Tests of Musical Talent , 57 secondary curriculum for ...
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