Educational Psychology: 600 - 900 Level Courses Practicum for Teachers of the gifted and talented. and conducting learning experiencesfor gifted students. as strategies for initiating change within schools. http://www.wisc.edu/pubs/home/archives/gopher/education93/00000176.html
1998-2000 University Of Wisconsin-Madison Graduate School Catalog 715 Practicum for Teachers of the gifted and talented. and conducting learning experiencesfor gifted students. 741 Assessment Techniques in the schools II. http://www.wisc.edu/pubs/home/archives/grad98/ed/edpsychC.html
Extractions: 301 Human Abilities and Learning. I, II, SS; 2-3 cr. Principles and techniques of learning, individual differences in abilities. P: So st. 320 Human Development in Infancy and Early Childhood. I, II, SS; 2-3 cr. Behavior and development up to adolescence. 321 Human Development in Adolescence. I, II, SS; 2-3 cr. Physiological, social, and cognitive changes which characterize the transition from childhood to adult life. 331 Human Development From Childhood Through Adolescence. 475 Race, Socio-Economic Status, and Intellectual Development. (Crosslisted with Psych, Afroamer 475. See Afroamer 475 for course information.) 502 Cognitive Abilities and Instruction. I; 3 cr. Models of cognitive abilities, including Guilford, Thurstone, Vernon, Cattell, and Gagne and their implications for education. 506 Contemporary Issues in Educational Psychology. Irr; 3 cr. Influence of educational psychology upon issues and innovations in education. See Timetable for current topic. 508 Individual Differences, Learning and Instruction. Irr; 3 cr. Individual differences (IDs) in human learning; biological IDs; IDs intrinsic and extrinsic to learning; adapting instruction to individual differences; learner styles, personality, ability, social class, ethnic group, and related factors to learning and instruction.
Extractions: Consultant: Tom Hays The district offers opportunities for gifted and highly gifted students in an effort to develop the academic abilities of all students to their highest potential. Developing skills for in-depth study and self-directed learning are important goals of the program. Students learn from interaction with other students of similar abilities, develop leadership skills and work to acquire an understanding of their abilities. The gifted program offers differentiated curricula based on the regular curricula. Students are identified for the gifted program using multiple criteria including: outstanding performance, behavioral checklists; product review; standardized tests and psychological assessment. Differentiated curricula are modified to suit the learning needs of gifted and talented young people. Learning activities for gifted students may differ in content, process, product and the learning environment. Elementary-Elementary gifted students are grouped to participate in literature and math classes. Middle School- Middle school gifted students are offered differentiated classes in English, science, math and social studies.
GT-Placement FAQ The questions apply to schools in both the public and private system Marcia AB; Evans,Karen National Research Center on the gifted and talented, Storrs, CT http://ericec.org/faq/gt-place.html
Extractions: Internet: http://ericec.org My child has just been identified as "gifted and talented." How do we decide whether to enroll her in the gifted program? How do we decide about acceleration? I am concerned that my child will be separated from friends and classmates and may be teased by other children. I am also concerned that my child will feel pressured by the work, to a point that she dislikes school. Also my child does not want to leave her current school, and does not want to be classified any differently than her friends. Please help me with the pros and cons of these issues, and any other guidance you can offer. Choosing educational options for children is a complex process, but here are some ideas to consider: The decision to enroll a child in a gifted program is not irreversible. If the placement doesn't work out, the child can always go back to the regular education classroom. The reverse is rarely true. If you opt to keep your child in the regular education classroom, and your child quickly becomes bored, transferring to the gifted classroom during the same school year may not be possible.
Felix.unife.it/Root/d-Mensa-files/d-Gifted-children/b-Gifted-women ao Gender differences in academically talented young students gifted Child Quarterly32/1 (1988), 205209. for Social Organization of schools, Johns Hopkins http://felix.unife.it/Root/d-Mensa-files/d-Gifted-children/b-Gifted-women
K12ADMIN-List (by Thread) Kentucky, William Schoenenberger (04/08/94) American International schools, RaymondA 12/94) How Do You Identify Students for gifted and talented?, Debby D http://www.askeric.org/Virtual/Listserv_Archives/K12ADMIN-List/1994/Apr_1994/thr
Extractions: Beacon Press, Boston, 1995, $12.00 GOVERNMENT control of education in the UK is greater now than at any time since the founding of a state system of education in 1870. Government, in the shape of the Department of Education and Employment, controls the supply side through grants made directly to grant- maintained (GM) schools and indirectly via local authorities to the rest; it regulates supply by closing schools where demand is falling and controls the quality of supply by means of a national curriculum, national tests and Ofsted, its militant inspectorial arm. Demand is held constant by enforcing compulsory school attendance to the age of sixteen. It is a monolithic system and it is in crisis. How can we loosen the stranglehold of the state and open up our bureaucratic and inward-looking system to experiment and innovation? James Tooley has some answers in his thought-provoking book Education Without The State. Dr. Tooley is currently Director of the Education and Training Unit at the Institute of Economic Affairs. The I.E.A. is the direct descendant of the Mont Pelerin society founded by Hayek in 1947 to combat socialism and Hayek was the founding father of the economic liberalism of the New Right, the driving force behind Thatcherism. With such a pedigree behind him, it is difficult not to label Tooley's book one of the last gasps of Thatcherism. For what he has to offer is the market solution to our educational problems.
Untitled 91815016 100-81-4130-0000-4501 TO PURCHASE SUPPLIES FOR QUEST PROGRAM ATSCHOOLS 200.00. SPECIAL SERVICES/gifted/talented inst/GENERAL/SUPPLIES. http://www.kpbsd.k12.ak.us/board/SchoolBoard/MeetingInfo/BD_PKT02_03/bd_pkt02030
Extractions: REPORT: BUDA02QI GENERATED: 11 JAN 2003 JOB: SYNBAT/BDTRANSF RUN: FRIDAY 2003JAN17 PAGE 1902-03 BUDGET TRANSFERS FISCAL YEAR - 03 BUDGET TRANSFERS BY DATE RANGE FIRST/LAST TRANFER # ITEM NO. DISTRICT#-SCHOOL# TRANSFER ACCOUNT# REASON FOR TRANSFER AMOUNT /ACCOUNT DESCRIPTION POST DATE -02-4100-0600-4501 PR 030200370 DIGITAL CAMCORDER FOR SCIENCE CLASSES NINILCHIK/REGULAR INSTRUCTION/SCIENCE/SUPPLIES TO ACCOUNT NINILCHIK/REGULAR INSTRUCTION/SCIENCE/EQUIPMENT-TECHNOLOGY -53-4100-0000-4501 INCREASED POSTAGE COST. COVER PROCUREMENT CARD TRANSACTION VOZNESENKA/REGULAR INSTRUCTION/GENERAL/SUPPLIES TO ACCOUNT VOZNESENKA/SCH ADMIN - SUPPORT/GENERAL/POSTAGE -05-4450-0000-4501 MOVE MONEY TO PURCHASE INSTRUCTIONAL SUPPLIES, SUCH AS COPY PAPER, PENS, SKYVIEW HIGH/SCH ADMIN - SUPPORT/GENERAL/SUPPLIES TO ACCOUNT SKYVIEW HIGH/REGULAR INSTRUCTION/GENERAL/SUPPLIES BATTLE OF THE BOOKS SITE PARTICIPATION FEE SKYVIEW HIGH/SCH ADMIN - SUPPORT/GENERAL/OTHER EXPENSES TO ACCOUNT SKYVIEW HIGH/LIBRARY SERVICE/GENERAL/OTHER EXPENSES -09-4100-0210-5102 RQ#030950840 SOLDOTNA HIGH/REGULAR INSTRUCTION/COMPUTER/EQUIPMENT-TECHNOLOGY TO ACCOUNT SOLDOTNA HIGH/REGULAR INSTRUCTION/COMPUTER/SUPPLIES -09-4100-0210-5102 RQ#030950841 SOLDOTNA HIGH/REGULAR INSTRUCTION/COMPUTER/EQUIPMENT-TECHNOLOGY TO ACCOUNT SOLDOTNA HIGH/REGULAR INSTRUCTION/COMPUTER/PURCHASED SERVICES -51-4100-0000-4501 TO PURCHASE TEACHER SOFTWARE FOR NEW DELL COMPUTER MOUNTAIN VIEW/REGULAR INSTRUCTION/GENERAL/SUPPLIES TO ACCOUNT MOUNTAIN VIEW/REGULAR INSTRUCTION/GENERAL/PURCHASED SERVICES
Cool Links Creative; Nat'l Research gifted talented; gifted; TAG Family Network; TAGResources Page; UCBerkeley Conditions of Children; CU-SeeMe schools Directory; http://www.iusd.k12.ca.us/ab/cool.htm
Extractions: Cool Links PTAG Horner Headlines Primary Colors Upper Grades Student Forum Owlderwood Times Cool Links Alderwood Extras Sites for Kids Teacher Resources Sites for Parents Homework References Award Winning Sites Search Engines Art Social Sciences English Age of Sail AIZU Project AllPolitics Ancient Egyptian Sites ... Alderwood Home
Company Name gifted and talented, Renzulli Enrichment Pupil Personnel Worker Email John Verderosa,Pupil Personnel Worker Email Safe and DrugFree schools Linda Gouker http://www.fcps.org/CASI.htm
CURRICULUM AND INSTRUCTION Practicumin gifted Education Meeting Practicum in Secondary schools Social Studies Master's Thesis in gifted and talented Education Meeting 2 http://coursedata.wm.edu/CSS20029_CI.HTML
CURRICULUM AND INSTRUCTION Practicumin gifted Education Meeting Practicum in Secondary schools Social Studies Master's Thesis in gifted and talented Education Meeting 0 http://coursedata.wm.edu/CSS20019_CI.HTML
Favorites and gifted Education gifted and talented (TAG) Resources Index NRC/GT Resources forgifted Education Welcome State Public schools of North Carolina InfoWeb http://www.morgancomputer.com/favorite.htm
Inst History math and science teachers for urban secondary schools. year, more than 1,200 academicallygifted youngsters take and close to 500 talented children receive http://www.montclair.edu/faculty/handbook/inst_history.html
Extractions: Institutional History Over the next six years, New Jersey expects to see an enormous increase in the number of students graduating from high school, and Montclair State intends to be ready to provide a college education for these students. Already the second largest university in the state, Montclair expects to increase enrollment by 4,500, and has begun an ambitious campus construction program to accommodate these new students. Included will be housing for 900 students, a fully mediated state-of-the-art classroom building, a parking deck, a 500-seat theater, several dining facilities including a 24-hour, '50's-style diner, and the Children's Center, which will house the current Psychoeducational Center and Child Care Center. Montclair State offers the advantages of a large universitya broad undergraduate curriculum with a global focus, a wide variety of superior graduate programs and a diverse faculty and student bodycombined with a small college's attention to students. Montclair State's outstanding faculty is committed to learning through creative teaching informed by scholarship and service. All programs foster critical thinking, understanding and problem-solving, preparing students for lifelong learning. With more than 250 majors, minors and concentrations, and the nation's only doctorate in pedagogy, MSU provides a comprehensive array of academic programs while remaining accessible and affordable. Through its six schools and collegesthe College of Humanities and Social Sciences, the College of Science and Mathematics, the College of Education and Human Services, the School of the Arts, the School of Business and the School of Graduate, Professional and Continuing EducationMontclair State University prepares its students to lead productive and rewarding lives, and to participate responsibly in civic society.
Course Offerings and others working with the instructional needs of gifted and talented students will TE518 TECHNIQUES FOR CREATIVE WRITING IN ELEMENTARY schools (30-3)(S http://www.boisestate.edu/gradcoll/catalog/0022.html
Extractions: TE TEACHER EDUCATION TE 407G READING IN THE CONTENT SUBJECTS (3-0-3) (F/S/SU). This course provides middle and secondary teachers with knowledge and skills necessary for maximum utilization of instructional materials in the various content areas. Students seeking graduate credit will be required to meet additional objectives. PREREQ: Admission to Teacher Education and TE 201. TE 408G INTEGRATING TECHNOLOGY INTO CLASSROOM CURRICULA (3-0-3)(F/S). Using both stand-alone and networked computer systems, students will develop classrom strategies for integrating computers and selected software into lesson and unit plans; use CD-ROM, video disk, video technology, and overhead projection panels as part of instructional lessons; and access communications applications and data bases via modems. PREREQ: TE 208, teaching experience, or PERM/INST. $10.00 lab fee. TE 423G TEACHING THE MODERATELY AND SEVERELY HANDICAPPED (3-0-3)(S) . This course is an overview of program development and instructional techniques appropriate for students who have moderate to severe disabilities. Major emphasis is on the development of functional programming within integrated educational settings. PREREQ: Admission to Teacher Education. TE 450G BEHAVIOR INTERVENTION TECHNIQUES (3-0-3)(F).
Welcome To Special Session Continuing Education SPED 853, 10C, Drugs Alcohol in schools, 2, 1/27/20035/23/2003, TBA, -, Internet/Media,Open, addbtn.jpg. SPED 855, 10C, talented and gifted, 2, 1/27/2003-5/23/2003, http://rce.csuchico.edu/ss/search.asp?intId=2003Y&strcredited=Credited
Welcome To The Education Queensland Discussion Lists 77 subscribers) ISADISTSCHLS Mount Isa District schools (27 subscribers LDCgiftedLearning and Development Centres gifted and talented Discussion List (30 http://education.qld.gov.au/archives/
Extractions: Access keys Skip to primary navigation Skip to secondary navigation Skip to content ... Skip to footer This site will look much better in a browser that supports web standards, but it is accessible to any browser or Internet device. Visit Queensland Government Web Standards for more information about web standards and obtaining a compliant browser. Home Site map Contact us Search EQ Internet Contacts Schools Calendar Policies Government Jobs Online for Discussion lists Archives Subscribing Questions ... Communication tools A02 NETWORK (240 subscribers) ACTIONRESEARCH Mackay Action Research into Gifted Education (48 subscribers) ADAPTECH Adaptive Technology Services (293 subscribers) AGRICED Agriculture Education (36 subscribers) ALLMOOLADMIN All Mooloolaba District Administrators (6 subscribers) ARTSIMPLEMENTATION Arts 1-10 Implementation (55 subscribers) ASD AVT-ASD Network (60 subscribers) ASDNETWORK Network for Staff Supporting Students with ASD (90 subscribers) ATSDE SDE Accredited Training Centres (23 subscribers) ATSIPS (74 subscribers) ATSONLINE-DL Adaptive Technology Services OnLine Newsletter (322 subscribers) AVT-BEHAVIOUR AVT Behaviour Management Bayside District (14 subscribers) AVTAQ Welcome to AVT Asso. Qld.
Extractions: 2002-03 Staff Assignments Karen Bragg Principal Mary Fieldhouse Counselor Maurie Phelan Secretary/Treasurer Jan Witman Secretary/Attendance Linda Brown Secretary Cherie Coffey Nurse Kristin Brown Kindergarten Teacher Carla Cole Kindergarten Teacher Pat Dunlap Kindergarten Teacher Mary Bullington First Grade Teacher Courtney Brown First Grade Teacher Linda Hale First Grade Teacher Natalie Seger (1st Sem.) First Grade Teacher Gloria Jackson (2nd Sem.) First Grade Teacher Holly Clouse First Grade Teacher Rita Swan First Grade Teacher Marci Derado Second Grade Teacher Davin Harpe Second Grade Teacher Tina Johnston Second Grade Teacher Susi Murphy Second Grade Teacher Susan Tysen Second Grade Teacher Kathi Vance Second Grade Teacher Deb Black Third Grade Teacher Erica Pedersen Third Grade Teacher Talmadge Reasoner Third Grade Teacher Carolyn Rogers Third Grade Teacher Virginia Upwards Third Grade Teacher Mark Walters Third Grade Teacher Karon Bohlman Fourth Grade Teacher Angela Clevenger Fourth Grade Teacher Cathy Fuqua Fourth Grade Teacher David McGlynn Fourth Grade Teacher
The Portal - Subject Support - Special Education & GATE Lists (2), Organizations (9), Parenting (18), Publications (16), schools and Programs ofConnecticut's National Research Center on the gifted and talented. http://www.enc.k12.il.us/theportal/ssspeced.html
Extractions: Lawrence Hall of Science ... Google "Special_Education" directory Subsections on Conductive Education (28), Employment (10), Home Schooling (14), Inclusion (17), Institutes (7), Laws (32), Learning Disabilities (223), Lesson Plans (121), Organizations (138), Products and Materials (36), Resources and Guides (22), Schools (211), Specific Disabilities (9), Support (47), Training (17) GATE Back to Special Education YOU recommend-a-site! your favorite GATE site can be listed here in just a few days! ERIC Clearinghouse on Disabilities and Gifted Education Google "Gifted_Education" directory
Schools Attended By UMM Elementary Education Grads as a springboard for direct entry into graduate/professional schools. Exercise ScienceFood and Nutrition Foreign Languages gifted/Creative/talented Ed http://www.mrs.umn.edu/services/career/grad_schools/elementagrad.php
Extractions: Approximately 50% of the UMM graduates from 1964-1998 have taken some graduate or professional school training. Over 43% of the elementary education graduates from 1964-1998 have taken some graduate or professional training. Annually, approximately 27% of UMM graduates use their undergraduate major as a springboard for direct entry into graduate/professional schools. The following are some of the graduate/professional school programs entered by elementary education graduates:
