A Call to Reframe Gifted Education as Maximizing Learning

Autor/inn/en	Dixson, Dante D.; Peters, Scott J.; Makel, Matthew C.; Jolly, Jennifer L.; Matthews, Michael S.; Miller, Erin M.; Rambo-Hernandez, Karen E.; Rinn, Anne N.; Robins, Jennifer H.; Wilson, Hope E.
Titel	A Call to Reframe Gifted Education as Maximizing Learning
Quelle	In: Phi Delta Kappan, 102 (2021) 4, S.22-25 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-7217
DOI	10.1177/0031721720978057
Schlagwörter	Academically Gifted; Gifted Education; Student Needs; Response to Intervention; Individualized Instruction; Models; Elementary Secondary Education; Teacher Role; Access to Education + Suchen Sie Ihr Suchwort? Individualisierender Unterricht; Analogiemodell; Lehrerrolle; Education; Access; Bildung; Zugang; Bildungszugang
Abstract	Schools exist to educate, yet the emphasis on age-based, grade-level standards fails to account for the wide range of academic readiness that exists in every classroom. Special education programs exist to meet student needs; gifted education should be no different. The authors, all gifted education researchers, present a vision for a model of gifted education that is aligned with Response to Intervention and personalized learning. At its heart, it is concerned with addressing the real-time academic needs of every student, with the ultimate goal of maximizing the learning of every student. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01