GATE: A Model Project for Implementing a Program for Gifted and Talented Education in Rural Schools.

Autor/inn/en	Humphrey, Margaret; Loftus, Linda
Institution	Shasta County Superintendent of Schools, Redding, CA.
Titel	GATE: A Model Project for Implementing a Program for Gifted and Talented Education in Rural Schools.
Quelle	(1979), (129 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Academically Gifted; Committees; Creativity; Elementary Secondary Education; Identification; Individualized Programs; Leadership; Models; Program Development; Program Evaluation; Program Implementation; Psychomotor Skills; Rural Education; Rural Schools; Small Schools; Special Education; Special Programs; Talent Development; Theater Arts; Visual Arts; California + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Committee; Ausschuss; Kreativität; Identifikation; Identifizierung; Individualisierte Ausbildung; Führung; Führungsposition; Analogiemodell; Programmplanung; Programme evaluation; Programmevaluation; Psychomotorische Aktivität; Ländliche Erwachsenenbildung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogische Förderung; Begabtenförderung; Talentförderung; Theaterwissenschaft; Optische Gestaltung; Kalifornien
Abstract	The handbook provides a model for beginning and operating programs for talented/gifted students in rural schools, K-12, based on a program developed in Shasta County, California, in 1976-77 and disseminated nationwide in 1978-79. The model produces individualized programs planned by a committee composed of the student, classroom teacher(s), resource specialist, and parent(s) to meet student needs through an expanded curriculum emphasizing creative productivity, psychomotor development, use of visual and performing arts, leadership, and academic achievement. Eight major components are delineated: (1) identifying students through preassessment activities and testing in appropriate areas; (2) determining student needs through teacher assessment, parent and pupil inventories, and group and individual profiles; (3) indentifying instructional staff and writing job descriptions for all personnel involved; (4) training the staff; (5) determining management alternatives for scheduling and budgeting; (6) selecting curriculum design alternatives to fit individual needs; (7) conducting evaluation activities; and (8) revising activities according to evaluation results. Separate sections provide detailed information, examples, and forms for implementing each model component. Issues of implementation are listed at the beginning of each section in terms of what to do, how to do it, decision to make, and what one must know to make the decisions. (NEC)
Anmerkungen	Shasta County Superintendent of Schools Office, 1644 Magnolia Ave., Redding, CA 96001 ($10.00).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC