Literaturnachweis - Detailanzeige
| Autor/in | Willis, Judy |
|---|---|
| Titel | Challenging Gifted Middle School Students |
| Quelle | In: Principal Leadership, 8 (2007) 4, S.38-42 (5 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1529-8957 |
| Schlagwörter | Academically Gifted; Principals; Instructional Leadership; Instructional Development; Neurological Organization; Cognitive Development; Performance Based Assessment; Gifted Disadvantaged; Exceptional Child Research |
| Abstract | It is hard to address the needs of the estimated three million gifted middle level students who attend school in the United States (Clarenbach, 2007), and No Child Left Behind has made it even harder because school performance is determined by success on standardized tests--which often means that low performance is severely penalized and high-end success is minimally rewarded. Principals can make a difference by recognizing the challenges of gifted students; preparing teachers to teach them; and ensuring that instruction is individualized and includes open-ended discussion, in-depth inquiry, and project-based learning. The education of gifted students in and out of the classroom is a collaborative effort that thrives when principals inspire and support teachers, families, students, and a variety of professionals to create and revise plans, provide enrichment opportunities--such as cross-curricular, long-term projects and supervised in-class extensions and investigations of the topic of study--and develop extended goals to nurture gifted students' potential. (ERIC). |
| Anmerkungen | National Association of Secondary School Principals. 1904 Association Drive, Reston, VA 20191-1537. Tel: 800-253-7746; Tel: 703-860-0200; Fax: 703-620-6534; Web site: http://www.principals.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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