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 44
... tests require no more than thirty minutes to administer , the examiner is often unable to assess noncognitive student re- sponses that may influence test performance , such as test anxiety , degree of rapport with the examiner ...
... tests require no more than thirty minutes to administer , the examiner is often unable to assess noncognitive student re- sponses that may influence test performance , such as test anxiety , degree of rapport with the examiner ...
Strona 54
... testing practice is twofold . First , the applicability of other tests such as the Stanford - Binet for very bright inter- mediate - level children and above - average adolescents is somewhat limited by failure to achieve a ceiling on the ...
... testing practice is twofold . First , the applicability of other tests such as the Stanford - Binet for very bright inter- mediate - level children and above - average adolescents is somewhat limited by failure to achieve a ceiling on the ...
Strona 55
... Tests . Several group tests of achievement are partic- ularly applicable for use with gifted students . The Sequential Tests of Edu- cational Progress ( STEP ) ( Educational Testing Service , Cooperative Test Division , 1956-1972 ) ...
... Tests . Several group tests of achievement are partic- ularly applicable for use with gifted students . The Sequential Tests of Edu- cational Progress ( STEP ) ( Educational Testing Service , Cooperative Test Division , 1956-1972 ) ...
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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