Sample records for teachers gift workshops

  1. Geoscience Information for Teachers (GIFT) Workshops at the European Geoscience Union General Assembly

    NASA Astrophysics Data System (ADS)

    Arnold, E. M.; Macko, S. A.; Barnikel, F.; Berenguer, J. L.; Cifelli, F.; Funiciello, F.; Laj, C. E.; Schwarz, A.; Smith, P.; Summesberger, H.

    2016-12-01

    GIFT workshops are teacher enhancement workshops organized by the EGU Committee on Education and held in conjunction with the EGU annual General Assembly. The program focuses on a different general theme each year. Past themes have included, for example, "Water!", "Energy and Sustainable Development", "The Carbon Cycle", "Mineral Resources" and "The Solar System And Beyond". These workshops combine scientific presentations on current research in Earth and Space Sciences, given by prominent scientists attending EGU General Assemblies, with hands-on, inquiry-based activities that can be used by the teachers in their classrooms to explain related scientific principles or topics. Participating teachers are also invited to present their own classroom activities to their colleagues, regardless of the scientific topic. The main objective of these workshops is to communicate first-hand scientific information to teachers in primary and secondary schools, significantly shortening the time between discovery and textbook. The GIFT workshop provides the teachers with materials that can be directly incorporated into their classroom, as well as those of their colleagues at home institutions. In addition, the full immersion of science teachers in a truly scientific context (EGU General Assemblies) and the direct contact with leading geoscientists stimulates curiosity towards research that the teachers can transmit to their pupils. In addition to their scientific content, the GIFT workshops are of high societal value. The value of bringing teachers from many nations together includes the potential for networking and collaborations, the sharing of experiences and an awareness of science education as it is presented in other countries. Since 2003, the EGU GIFT workshops have brought together more than 700 teachers from more than 25 nations. At all previous EGU GIFT workshops teachers mingled with others from outside their own country and informally interacted with the scientists

  2. Geoscience Information for Teachers (GIFT) Workshops at the European Geoscience Union General Assembly

    NASA Astrophysics Data System (ADS)

    Macko, S. A.; Arnold, E. M.; Laj, C. E.; Barnikel, F.; Berenguer, J. L.; Schwarz, A.; Cifelli, F.; Smith, P.; Funiciello, F.; Summesberger, H.

    2017-12-01

    GIFT workshops are teacher enhancement workshops organized by the EGU Committee on Education and held in conjunction with the EGU annual General Assembly. The program focuses on a different general theme each year. Past themes have included, for example, "Energy and Sustainable Development", "The Carbon Cycle", "Mineral Resources", "The Solar System And Beyond" and "The Mediterranean". These workshops combine scientific presentations on current research in Earth and Space Sciences, given by prominent scientists attending EGU General Assemblies, with hands-on, inquiry-based activities that can be used by the teachers in their classrooms to explain related scientific principles or topics. Participating teachers are also invited to present their own classroom activities to their colleagues, regardless of the scientific topic. The main objective of these workshops is to communicate first-hand scientific information to teachers in primary and secondary schools, significantly shortening the time between discovery and textbook. The GIFT workshop provides the teachers with materials that can be directly incorporated into their classroom, as well as those of their colleagues at home institutions. In addition, the full immersion of science teachers in a truly scientific context (EGU General Assemblies) and the direct contact with leading geoscientists stimulates curiosity towards research that the teachers can transmit to their pupils. In addition to their scientific content, the GIFT workshops are of high societal value. The value of bringing teachers from many nations together includes the potential for networking and collaborations, the sharing of experiences and an awareness of science education as it is presented in other countries. Since 2003, the EGU GIFT workshops have brought together more than 700 teachers from more than 25 nations. At all previous EGU GIFT workshops teachers mingled with others from outside their own country and informally interacted with the

  3. Geoscience Information for Teachers (GIFT) Workshops at the European Geoscience Union General Assembly

    NASA Astrophysics Data System (ADS)

    Macko, S. A.; Arnold, E. M.; Barnikel, F.; Berenguer, J. L.; Cifelli, F.; Funiciello, F.; Schwarz, A.; Smith, P.; Summesberger, H.; Laj, C. E.

    2015-12-01

    GIFT workshops are a two-and-a-half-day teacher enhancement workshops organized by the EGU Committee on Education and held in conjunction with the EGU annual General Assembly. The program of each workshop focuses on a different general theme each year. Past themes have included, for example, "Mineral Resources", "Our Changing Planet", "Natural Hazards", "Water" and "Biodiversity and Evolution". These workshops combine scientific presentations on current research in Earth and Space Sciences, given by prominent scientists attending EGU General Assemblies, with hands-on, inquiry-based activities that can be used by the teachers in their classrooms to explain related scientific principles or topics. Teachers are also invited to present their own classroom activities to their colleagues, regardless of the scientific topic. The main objective of these workshops is to communicate first-hand scientific information to teachers in primary and secondary schools, significantly shortening the time between discovery and textbook. The GIFT workshop provides the teachers with materials that can be directly incorporated into their classroom, as well as those of their colleagues at home institutions. In addition, the full immersion of science teachers in a truly scientific context (EGU General Assemblies) and the direct contact with leading geoscientists stimulates curiosity towards research that the teachers can transmit to their pupils. In addition to their scientific content, the GIFT workshops are of high societal value. The value of bringing teachers from many nations together includes the potential for networking and collaborations, the sharing of experiences and an awareness of science education as it is presented in other countries. Since 2003, the EGU GIFT workshops have brought together more than 700 teachers from more than 25 nations. At all previous EGU GIFT workshops teachers mingled with others from outside their own country and informally interacted with the

  4. Geoscience Information for Teachers (GIFT) Workshops at the European Geoscience Union General Assembly

    NASA Astrophysics Data System (ADS)

    Arnold, Eve; Barnikel, Friedrich; Berenguer, Jean-Luc; Camerlenghi, Angelo; Cifelli, Francesca; Funiciello, Francesca; Laj, Carlo; Macko, Stephen; Schwarz, Annegret; Smith, Phil; Summesberger, Herbert

    2015-04-01

    GIFT workshops are a two-and-a-half-day teacher enhancement workshops organized by the EGU Committee on Education and held in conjunction with the EGU annual General Assembly. The program of each workshop focuses on a different general theme each year. Past themes have included, for example, "Water!", "Natural Hazards", "Biodiversity and Evolution", "The Polar Regions", "The Carbon Cycle" and "The Earth from Space". These workshops combine scientific presentations on current research in the Earth and Space Sciences, given by prominent scientists attending EGU General Assemblies, with hands-on, inquiry-based activities that can be used by the teachers in their classrooms to explain related scientific principles or topics. Participating teachers are also invited to present their own classroom activities to their colleagues, even when not directly related to the current program. The main objective of these workshops is to communicate first-hand scientific information to teachers in primary and secondary schools, significantly shortening the time between discovery and textbook. The GIFT workshop provides the teachers with materials that can be directly incorporated into their classroom, as well as those of their colleagues at home institutions. In addition, the full immersion of science teachers in a truly scientific context (EGU General Assemblies) and the direct contact with leading geoscientists stimulates curiosity towards research that the teachers can transmit to their pupils. In addition to their scientific content, the GIFT workshops are of high societal value. The value of bringing teachers from many nations together includes the potential for networking and collaborations, the sharing of experiences and an awareness of science education as it is presented in other countries. Since 2003, the EGU GIFT workshops have brought together more than 600 teachers from more than 25 nations. At all previous EGU GIFT workshops teachers mingled with others from outside

  5. Geoscience Information for Teachers (GIFT) Workshops at the European Geoscience Union General Assembly

    NASA Astrophysics Data System (ADS)

    Arnold, Eve; Barnikel, Friedrich; Berenguer, Jean-Luc; Cifelli, Francesca; Funiciello, Francesca; Laj, Carlo; Macko, Stephen; Schwarz, Annegret; Smith, Phil; Summesberger, Herbert

    2016-04-01

    GIFT workshops are a two-and-a-half-day teacher enhancement workshops organized by the EGU Committee on Education and held in conjunction with the EGU annual General Assembly. The program of each workshop focuses on a different general theme each year. Past themes have included, for example, "Mineral Resources", "Our changing Planet", "Natural Hazards", "Water", "Evolution and Biodiversity" and "Energy and Sustainable Development". These workshops combine scientific presentations on current research in the Earth and Space Sciences, given by prominent scientists attending EGU General Assemblies, with hands-on, inquiry-based activities that can be used by the teachers in their classrooms to explain related scientific principles or topics. Participating teachers are also invited to present their own classroom activities to their colleagues, even when not directly related to the current program. The main objective of these workshops is to communicate first-hand scientific information to teachers in primary and secondary schools, significantly shortening the time between discovery and textbook. The GIFT workshop provides the teachers with materials that can be directly incorporated into their classroom, as well as those of their colleagues at home institutions. In addition, the full immersion of science teachers in a truly scientific context (EGU General Assemblies) and the direct contact with leading geoscientists stimulates curiosity towards research that the teachers can transmit to their pupils. In addition to their scientific content, the GIFT workshops are of high societal value. The value of bringing teachers from many nations together includes the potential for networking and collaborations, the sharing of experiences and an awareness of science education as it is presented in other countries. Since 2003, the EGU GIFT workshops have brought together more than 700 teachers from more than 25 nations. At all previous EGU GIFT workshops teachers mingled with others

  6. Geoscience Information for Teachers (GIFT) Workshops of the European Geoscience Union General Assembly

    NASA Astrophysics Data System (ADS)

    Arnold, Eve; Barnikel, Friedrich; Berenguer, Jean-Luc; Cifelli, Francesca; Funiciello, Francesca; King, Chris; Laj, Carlo; Macko, Stephen; Schwarz, Annegret; Smith, Phil; Summesberger, Herbert

    2017-04-01

    GIFT workshops are a two-and-a-half-day teacher enhancement workshops organized by the EGU Committee on Education and held in conjunction with the EGU annual General Assembly in Vienna, and also elsewhere in the world usually associated with large geoscience conferences. The program of each workshop focuses on a different general theme each year. Past themes have included, for example, "The solar system and beyond", "Mineral Resources", "Our changing Planet", "Natural Hazards", "Water" and "Evolution and Biodiversity". These workshops combine scientific presentations on current research in the Earth and Space Sciences, given by prominent scientists, with hands-on, inquiry-based activities that can be used by the teachers in their classrooms to explain related scientific principles or topics. Participating teachers are also invited to present their own classroom activities to their colleagues, even when not directly related to the current program. The main objective of these workshops is to communicate first-hand scientific information to teachers in primary and secondary schools, significantly shortening the time between discovery and textbook. The GIFT workshop provides the teachers with materials that can be directly incorporated into their classroom, as well as those of their colleagues at home institutions. In addition, the full immersion of science teachers in a truly scientific context (EGU General Assemblies) and the direct contact with leading geoscientists stimulates curiosity towards research that the teachers can transmit to their pupils. In addition to their scientific content, the GIFT workshops are of high societal value. The value of bringing teachers from many nations together includes the potential for networking and collaborations, the sharing of experiences and an awareness of science education as it is presented in other countries. Since 2003, the EGU GIFT workshops have brought together more than 800 teachers from more than 25 nations. At all

  7. Geosciences Information for Teachers (GIFT) Workshops held in Conjunction with Alexander von Humboldt (AvH) EGU Conferences

    NASA Astrophysics Data System (ADS)

    Laj, Carlo; Cifelli, Francesca

    2015-04-01

    The Alexander von Humboldt Conference Series of the European Geosciences Union are a series of meetings held outside of Europe, in particular in South America, Africa or Asia, on selected topics of geosciences with a socio-economic impact for regions on these continents, jointly organised with the scientists and their institutes and the institutions of these regions. Given the increasing success of the GIFT workshops held in conjunction with the General Assemblies, since 2010 EGU has also developed a series of GIFT workshops held in conjunction with AvH conferences. Associated GIFT workshops were held in Merida, Yucatan, on the theme of Climate Change, Natural Hazards and Societies (March 2010), then in Penang, Malaysia (June 2011) on the theme of Ocean Acidification, in November 2012 in Cusco (Peru) on the theme of Natural Disasters, Global Change and the Preservation of World Heritage Sites, finally in Istanbul (March 2014) on "High Impact Natural Hazards Related to the Euro-Mediterranean Region. The next GIFT workshop is already planned for October 2015 in Adis Ababa (Ethiopia) on the theme "Water". In each case, the GIFT workshop was held on the last two days of the AvH conference and reunited 40-45 teachers from the nation where the AvH was held. Keynote speakers from AvH were speakers to the GIFT workshops which also included hands-on activities animated by sciences educators. These GIFT workshops represented the first workshops specifically aimed at teachers held in the country, and therefore represents a significant Earth Sciences contribution to secondary education in non European countries.

  8. Geosciences Information for Teachers (GIFT) Workshops held in Conjunction with Alexander von Humboldt (AvH) EGU Conferences.

    NASA Astrophysics Data System (ADS)

    Laj, C. E.; Cifelli, F.

    2014-12-01

    Given the increasing success of the GIFT workshops held in conjunction with the General Assemblies, since 2010 EGU has also developed a series of GIFT workshops held in conjunction with AvH conferences. The Alexander von Humboldt Conference Series of the European Geosciences Union are a series of meetings held outside of Europe, in particular in South America, Africa or Asia, on selected topics of geosciences with a socio-economic impact for regions on these continents, jointly organised with the scientists and their institutes and the institutions of these regions. Associated GIFT workshops were held in Merida, Yucatan, on the theme of Climate Change, Natural Hazards and Societies (March 2010), then in Penang, Malaysia (June 2011) on the theme of Ocean Acidification, in November 2012 in Cusco (Peru) on the theme of Natural Disasters, Global Change and the Preservation of World Heritage Sites, finally in Istanbul (March 2014) on "High Impact Natural Hazards Related to the Euro-Mediterranean Region. The next GIFT workshop is already planned for October 2015 in Adis Ababa (Ethiopia) on the theme "Water". In each case, the GIFT workshop was held on the last two days of the AvH conference and reunited 40-45 teachers from the nation where the AvH was held. Keynote speakers from AvH were speakers to the GIFT workshops which also included hands-on activities animated by sciences educators. In 3 cases of the 4 cases, these GIFT workshops represented the first workshop specifically aimed at teachers held in the country, and therefore represents a significant Earth Sciences contribution to secondary education in non European countries.

  9. Rocks, Rain, and Climate: a GIFT Workshop for Teachers in Brazil

    NASA Astrophysics Data System (ADS)

    Passow, M. J.; Krusche, N.; Carneiro, C. D.

    2010-12-01

    Classroom teachers and university professors from two continents joined to learn about “Rocks, Rain, and Climate” in the GIFT (Geophysical Information For Teachers) Workshop at the Meeting of the Americas, held in Foz de Iguaçu (Iguassu Falls), Brazil, 8 - 9 August 2010. GIFT workshops have long been part of the AGU Fall Meetings, but among “the pioneers” from this program were the first GIFT in South America and the first GIFT presented in Portuguese and English. Its success will provide a model for future teacher-professor-researcher professional development in Brazil. The two-day course opened with overviews of the “Geology and Relief of South America” from C.D.R. Carneiro and the “Weather and Climate in South America” from Michelle R. Reboita (Federal University of Itajubá/UNIFEI). M.J. Passow organized a discussion about the “Challenges to Teaching about Climate Change,” followed by an exchange among the participants about their teaching experiences. The first day ended with a presentation by Antonio Carlos Alves Carvalho (Ministry of Education) about governmental initiatives to enhance distance learning and educational technology across the country to provide greater access to quality resources for all students and teachers. On the second day, Rachel Albrecht (Center for Weather Forecasting and Climate Studies of the National Space Research Institute/CPTEC-INPE) described her research using Tropical Rainfall Measuring Mission (TRMM)satellite precipitation data. M.J. Passow explained additional classroom applications of satellite data for studying precipitation and other patterns in the Tropics. C.D.R. Carneiro then discussed current research into “Weathering, Rocks, and the Carbon Cycle.” In the final session, Maria Assunção Faus da Silva Dias (University of São Paulo/USP)explained creation and educational uses of mathematical models to study the evolution of climate, especially as it relates to the hydrologic cycle. Participants

  10. Free Workshop for Teachers at the 2013 AGU Fall Meeting

    NASA Astrophysics Data System (ADS)

    Tamalavage, Anne

    2013-10-01

    In keeping with its commitment to fostering the next generation of Earth and space scientists, AGU is partnering with the National Earth Science Teachers Association to hold the annual Geophysical Information for Teachers (GIFT) workshop at the 2013 AGU Fall Meeting. GIFT allows K-12 science educators (both classroom and informal) to hear from scientists about their latest Earth and space science research, explore new classroom resources for engaging students, and visit exhibits and technical sessions during the Fall Meeting.

  11. Preparing teachers of the gifted

    NASA Astrophysics Data System (ADS)

    Cropley, Arthur; McLeod, John

    1986-06-01

    There is widespread agreement that gifted children are best served by specially qualified teachers. In addition to special knowledge and skills, such teachers need special personal qualities, which means that it may not be possible for all teachers to be equally effective with gifted youngsters. In the case of teacher training, this raises the question of whether there may not be `personal characteristics' whose presence prior to commencement of training is necessary for, or at least helpful in, the development of appropriate `professional characteristics' during the course of training. Other important issues in the training of teachers of the gifted are those of whether it should be delivered at undergraduate or postgraduate level, whether or not all teachers should receive certain basic training, and what role is to be played by in-service training.

  12. Summer Enrichment Workshop (SEW): A Quality Component of the University of Alabama's Gifted Education Preservice Training Program

    ERIC Educational Resources Information Center

    Newman, Jane L.; Gregg, Madeleine; Dantzler, John

    2009-01-01

    Summer Enrichment Workshop (SEW) is a clinical experience in the teacher preservice training program for gifted and talented (GT) master's degree interns at the University of Alabama. This mixed design study investigated the effects of the SEW clinical experience on interns' preparation to teach. Quantitative analysis demonstrated a statistically…

  13. Attitudes toward Information Technology of Teachers of the Gifted: Implications for Gifted Education

    ERIC Educational Resources Information Center

    Shaunessy, Elizabeth

    2007-01-01

    This statewide study of teachers of intellectually gifted students examined teachers' attitudes toward information technology. Participants were 418 teachers of the intellectually gifted in a southeastern state who voluntarily responded to a survey about technology attitudes. Results indicated positive attitudes toward technology, with training in…

  14. Israeli Teachers' Perceptions of Gifted Teachers' Desired Characteristics: A Case of Cultural Orientation

    ERIC Educational Resources Information Center

    Vidergor, Hava E.; Eilam, Billie

    2012-01-01

    The aim of this study was to assess Israeli Jewish and Arab teachers' perceptions of the desired characteristics of teachers of the gifted. The research sample comprised 217 teachers (134 Jews and 83 Arabs) representing three groups: (a) teachers entering a professional development program for teachers of gifted students; (b) teachers of gifted…

  15. Impact of Professional Development Programs for Teachers of the Gifted

    ERIC Educational Resources Information Center

    Vidergor, Hava E.; Eilam, Billie

    2011-01-01

    The aim of the present study was to assess the impact of the Israeli certification program for teachers of gifted children. Pre- and post-tests addressed Israeli teachers' perceptions of unique teaching-learning situations in pullout centers, the desired characteristics of teachers of the gifted, as well as knowledge of gifted and instructional…

  16. Primary School Teachers' Criteria for the Identification of Gifted Pupils

    ERIC Educational Resources Information Center

    Endepohls-Ulpe, Martina; Ruf, Heike

    2005-01-01

    Which are the characteristics leading teachers to judge a child as "gifted"? To answer this question 384 German primary school teachers were asked to describe a gifted child in their own words as well as on a 90 item rating scale. A total of 192 teachers, who declared they had never instructed a gifted child, described a fictitious…

  17. Teachers Explore Earth Science in South America

    NASA Astrophysics Data System (ADS)

    Passow, Michael; Krusche, Nisia; Carneiro, Celso D. R.

    2010-11-01

    Rain, Rocks, and Climate: A Geophysical Information for Teachers Workshop; Foz do Iguaçu, Brazil, 8-9 August 2010; Classroom teachers and university professors from two continents joined to learn about “rocks, rain, and climate” in the Geophysical Information for Teachers (GIFT) workshop at the AGU Meeting of the Americas held in Brazil. This was the first GIFT workshop in South America. GIFT workshops have long been part of AGU Fall Meetings in San Francisco, European Geosciences Union Spring Meetings in Vienna, and other AGU conferences. Two Brazilian geoscience professors, Celso Dal Ré Carneiro of State University of Campinas and Nisia Krusche of Federal University of Rio Grande, organized the program, together with a high-school teacher from the United States, Michael J. Passow of Dwight Morrow High School, Englewood, N. J. Joining the presenters were 15 Brazilian teachers and another teacher from New Jersey.

  18. The Term "Gifted Child" from Teachers' View

    ERIC Educational Resources Information Center

    Altintas, Esra; Ilgun, Sukru

    2016-01-01

    The aim of the present research is to present the term of "gifted child" from the point of view of teachers who work at middle and high schools.This study aims to obtain more information about gifted students and to learn their different characteristics. It is important to know the key characteristics of gifted students. To obtain…

  19. Gifted' Teachers Stages of Concerns for Integrating E-Learning in the Gifted Schools in Jordan

    ERIC Educational Resources Information Center

    Al-Shabatat, Ahmad Mohammad

    2014-01-01

    No study has investigated the gifted' teachers stages of concerns for integrating e-learning in their teaching. Thus, this study was conducted to explore these concerns. Mixed methods were used to gather data around the research questions. A number of 22 gifted' teachers participated in this study. The Arabic version of the Stage of Concern…

  20. Advanced Standards in Gifted Education Teacher Preparation

    ERIC Educational Resources Information Center

    National Association for Gifted Children, 2013

    2013-01-01

    After mastering initial standards for the preparation of teachers of the gifted, many educators in gifted education continue their professional growth toward mastery of advanced professional standards at the post baccalaureate levels. For some this means deepening their understandings and expertise and adding new responsibilities for leadership…

  1. Teacher workshop

    NASA Image and Video Library

    2012-10-20

    John C. Stennis Space Center educators and area teachers partnered together during a professional development workshop Oct. 20 to learn about the LEGO Bricks in Space curriculum issued by NASA. The curriculum is designed to encourage students in areas of science, technology, engineering and mathematics. The Stennis Space Center Educator Resource Center hosted the workshop to equip teachers of grades 3-12.

  2. Applying Invitational Theory by Teachers of the Gifted to Regular Classroom Teachers.

    ERIC Educational Resources Information Center

    Russell, Donald W.

    1984-01-01

    The teacher of gifted students (G/T teacher) can use Invitational Theory to improve relations with regular classroom teachers. Through introspection, planned strategies, and practice, the G/T teacher can develop qualities and characteristics to promote a congenial professional atmosphere. (MM)

  3. Exploring Reference Group Effects on Teachers' Nominations of Gifted Students

    ERIC Educational Resources Information Center

    Rothenbusch, Sandra; Zettler, Ingo; Voss, Thamar; Lösch, Thomas; Trautwein, Ulrich

    2016-01-01

    Teachers are often asked to nominate students for enrichment programs for gifted children, and studies have repeatedly indicated that students' intelligence is related to their likelihood of being nominated as gifted. However, it is unknown whether class-average levels of intelligence influence teachers' nominations as suggested by theory--and…

  4. International Teachers' Judgment of Gifted Mathematics Student Characteristics

    ERIC Educational Resources Information Center

    Ficici, Abdullah; Siegle, Del

    2008-01-01

    Teachers play a key role in the identification and training of talented mathematicians, and their attitudes are important in improving math instruction for gifted students. We surveyed secondary mathematics teachers from South Korea, Turkey, and the United States. These teachers completed a survey instrument called the Teachers' Judgments of…

  5. Teachers' Implicit Personality Theories about the Gifted: An Experimental Approach

    ERIC Educational Resources Information Center

    Baudson, Tanja Gabriele; Preckel, Franzis

    2013-01-01

    The implicit theories teachers hold about the gifted influence their perception of and behavior toward highly able students, thus impacting the latter's educational opportunities. Two persistent stereotypes about the gifted can be distinguished: the harmony hypothesis (gifted students are superior in almost all domains) and the disharmony…

  6. Geosciences Information for Teachers (GIFT) in Catalonia

    NASA Astrophysics Data System (ADS)

    Camerlenghi, Angelo; Cacho, Isabel; Calvo, Eva; Demol, Ben; Sureda, Catalina; Artigas, Carme; Vilaplana, Miquel; Porbellini, Danilo; Rubio, Eduard

    2010-05-01

    CATAGIFT is the acronym of the project supported by the Catalan Government (trough the AGAUR agency) to support the activities of the EGU Committee on Education in Catalonia. The objective of this project is two-fold: 1) To establish a coordinated action to support the participation of three Catalan science teachers of primary and secondary schools in the GIFT Symposium, held each year during the General Assembly of the European Geosciences Union (EGU). 2) To produce a video documentary each year on hot topics in geosciences. The documentary is produced in Catalan, Spanish and English and is distributed to the Catalan science teachers attending the annual meeting organized by the Institute of Education Sciences and the Faculty of Geology of the University together with the CosmoCaixa Museum of Barcelona, to the international teachers attending the EGU GIFT Workshop, and to other schools in the Spanish territory. In the present-day context of science dissemination through documentaries and television programs there is a dominance of products of high technical quality and very high costs sold and broadcasted world wide. The wide spread of such products tends to standardize scientific information, not only in its content, but also in the format used for communicating science to the general public. In the field of geosciences in particular, there is a scarcity of products that combine high scientific quality and accessible costs to illustrate aspects of the natural life of our planet Earth through the results of the work of individual researchers and / or research groups. The scientific documentaries produced by CATAGIFT pursue the objective to support primary and secondary school teachers to critically interpret scientific information coming from the different media (television, newspapers, magazines, audiovisual products), in a way that they can transmit to their students. CataGIFT has created a series of documentaries called MARENOSTRUM TERRANOSTRA designed and

  7. Investigating Pre-Service Gifted Education Teachers' Self-Efficacy toward Science Teaching and Scientific Attitudes

    ERIC Educational Resources Information Center

    Camci-Erdogan, Sezen

    2015-01-01

    Problem Statement: Education of gifted has attracted attention for a few decades. Components of gifted education environments like identification, differentiation of teaching processes, social-emotional characteristics of gifted students and educating teachers of gifted students etc. have been studied in different studies. Gifted students have…

  8. Effect of Students' Behavioral Characteristics on Teachers' Referral Decisions in Gifted Education

    ERIC Educational Resources Information Center

    Hollyhand, Leigh Smitherman

    2013-01-01

    Research shows that biases exist in regard to teacher nominations for gifted programs in the areas of student gender, ethnicity, and SES. On the other hand, there is a lack of research regarding behavioral characteristics of the student and the impact of those characteristics on teacher nominations to a gifted program. Additionally, there is a…

  9. Teacher workshop

    NASA Image and Video Library

    2012-10-20

    The John C. Stennis Space Center Educator Resource Center hosted an Oct. 20 workshop to equip teachers of grades 3 through 12 in using the LEGO Bricks in Space curriculum issued by NASA. Participants in the professional development workshop built their own LEGO simple machine prototypes and explored the engineering principles that make them work (on Earth and in space).

  10. "You Could Be Doing Brain Surgery": Gifted Girls Becoming Teachers

    ERIC Educational Resources Information Center

    Willard-Holt, Colleen

    2008-01-01

    This qualitative study focuses on messages to gifted girls about their choice of a career in teaching. Participants consisted of 18 female teachers identified as gifted. The methodology consisted of semistructured interviews and focus group discussions. Findings indicate that messages of discouragement toward a career in teaching were more…

  11. Gifted Israeli Students' Perceptions of Teachers' Desired Characteristics: A Case of Cultural Orientation

    ERIC Educational Resources Information Center

    Eilam, Billie; Vidergor, Hava E.

    2011-01-01

    Gifted students' perceptions of the desired characteristics of teachers of the gifted were assessed from a sample comprised of 404 elementary- and junior high-school Israeli Jewish and Arab students studying in pullout centers. Perceptions were measured using a questionnaire comprising teachers' cognitive, personal, and pedagogical dimensions.…

  12. Teacher Education Is the Key to Changing the Identification and Teaching of the Gifted

    ERIC Educational Resources Information Center

    Tirri, Kirsi

    2017-01-01

    In this response, I emphasize the importance of teacher education for making changes in identifying the gifted. As a European scholar and teacher educator, I reflect on Dr. Sternberg's ideas. Educating for a growth mindset in learning is crucial for the development of creativity and risk taking. Teachers also need a clear goal for gifted education…

  13. The Translation of Teachers' Understanding of Gifted Students into Instructional Strategies for Teaching Science

    ERIC Educational Resources Information Center

    Park, Soonhye; Oliver, J. Steve

    2009-01-01

    This study examined how instructional challenges presented by gifted students shaped teachers' instructional strategies. This study is a qualitative research grounded in a social constructivist framework. The participants were three high school science teachers who were teaching identified gifted students in both heterogeneously- and…

  14. Characteristics Leading Teachers to Nominate Secondary Students as Gifted in Spain

    ERIC Educational Resources Information Center

    Hernandez-Torrano, Daniel; Prieto, Maria Dolores; Ferrandiz, Carmen; Bermejo, Rosario; Sainz, Marta

    2013-01-01

    What are the characteristics leading teachers to nominate gifted students in Spain? To answer this question, several demographic (i.e., gender, grade) and psychological (i.e., multiple intelligences, emotional intelligence, intellectual aptitude, and divergent thinking) characteristics of 563 secondary students nominated as gifted by their…

  15. Examining Science Teachers' Argumentation in a Teacher Workshop on Earthquake Engineering

    NASA Astrophysics Data System (ADS)

    Cavlazoglu, Baki; Stuessy, Carol

    2018-02-01

    The purpose of this study was to examine changes in the quality of science teachers' argumentation as a result of their engagement in a teacher workshop on earthquake engineering emphasizing distributed learning approaches, which included concept mapping, collaborative game playing, and group lesson planning. The participants were ten high school science teachers from US high schools who elected to attend the workshop. To begin and end the teacher workshop, teachers in small groups engaged in concept mapping exercises with other teachers. Researchers audio-recorded individual teachers' argumentative statements about the inclusion of earthquake engineering concepts in their concept maps, which were then analyzed to reveal the quality of teachers' argumentation. Toulmin's argumentation model formed the framework for designing a classification schema to analyze the quality of participants' argumentative statements. While the analysis of differences in pre- and post-workshop concept mapping exercises revealed that the number of argumentative statements did not change significantly, the quality of participants' argumentation did increase significantly. As these differences occurred concurrently with distributed learning approaches used throughout the workshop, these results provide evidence to support distributed learning approaches in professional development workshop activities to increase the quality of science teachers' argumentation. Additionally, these results support the use of concept mapping as a cognitive scaffold to organize participants' knowledge, facilitate the presentation of argumentation, and as a research tool for providing evidence of teachers' argumentation skills.

  16. Professional Training for Teachers of the Gifted and Talented. 1984 Digest.

    ERIC Educational Resources Information Center

    Jenkins-Friedman, Reva; And Others

    The digest addresses topics related to professional training for teachers of gifted and talented students. General responsibilities of such teachers include organizing enrichment activities for students and teachers, disseminating information about innovative teaching practices and materials, and promoting integration between regular and special…

  17. Fourth-Grade Teachers' Perceptions of Giftedness: Implications for Identifying and Serving Diverse Gifted Students

    ERIC Educational Resources Information Center

    Speirs Neumeister, Kristie L.; Adams, Cheryll M.; Pierce, Rebecca L.; Cassady, Jerrell C.; Dixon, Felicia A.

    2007-01-01

    The present study sought to examine the perceptions of giftedness and identification procedures held by experienced teachers of gifted minority students. Twenty-seven 4th-grade teachers of gifted students in an urban school system with a high representation of minority and economically disadvantaged students were surveyed. Results indicated that…

  18. Connecting with the Arts: A Workshop for Middle Grades Teachers

    ERIC Educational Resources Information Center

    Annenberg Media, 2005

    2005-01-01

    "Connecting with the Arts: A Workshop for Middle Grades Teachers" is a video workshop for middle school teachers of the arts and other subjects. The workshop includes eight hour-long video programs and a companion workshop guide and Web site. The workshop shows middle school teachers why and how to integrate the arts (dance, music, theatre, and…

  19. Student Perceptions of Chemistry Laboratory Learning Environments, Student-Teacher Interactions and Attitudes in Secondary School Gifted Education Classes in Singapore

    NASA Astrophysics Data System (ADS)

    Lang, Quek Choon; Wong, Angela F. L.; Fraser, Barry J.

    2005-09-01

    This study investigated the chemistry laboratory classroom environment, teacher-student interactions and student attitudes towards chemistry among 497 gifted and non-gifted secondary-school students in Singapore. The data were collected using the 35-item Chemistry Laboratory Environment Inventory (CLEI), the 48-item Questionnaire on Teacher Interaction (QTI) and the 30-item Questionnaire on Chemistry-Related Attitudes (QOCRA). Results supported the validity and reliability of the CLEI and QTI for this sample. Stream (gifted versus non-gifted) and gender differences were found in actual and preferred chemistry laboratory classroom environments and teacher-student interactions. Some statistically significant associations of modest magnitude were found between students' attitudes towards chemistry and both the laboratory classroom environment and the interpersonal behaviour of chemistry teachers. Suggestions for improving chemistry laboratory classroom environments and the teacher-student interactions for gifted students are provided.

  20. What Characterizes Children Nominated as Gifted by Teachers? A Closer Consideration of Working Memory and Intelligence

    ERIC Educational Resources Information Center

    Kornmann, Jessica; Zettler, Ingo; Kammerer, Yvonne; Gerjets, Peter; Trautwein, Ulrich

    2015-01-01

    Teacher nominations are often used in school settings to identify gifted children. However, although high intelligence is part of almost all definitions of giftedness, prior research has consistently shown that not all children nominated as gifted by teachers have high intelligence. In order to further understand the characteristics of these…

  1. Teacher Workshops in the US: Goals, Best Practices and Impact

    NASA Astrophysics Data System (ADS)

    Hörst, S. M.

    2011-10-01

    The goal of the workshop is to educate the teachers on a few focused topics so that they can transfer the knowledge they gain to their students. We will recruit scientists who are attending the meeting to participate in the workshops and will also pair the teachers with scientists in the field who can serve as a resource for the teacher and their class throughout the school year. The scientists can answer questions the teachers may have, be available to do video lectures or interactive question and answer sessions over skype, and work with the teachers to develop hands-on classroom activities. We will partner closely with EPO professionals in NASA's Science Mission Directorate to ensure that best practices for the workshops are employed, including ensuring that the workshop and workshop materials are designed within the framework of the state standards, surveying participating teachers before the workshops about their needs and goals, assessing the participants pre-workshop knowledge, and engaging participants as learners during the workshop [1]. The impact of the workshop will be increased by providing the teachers and students with a scientist who will serve as a long-term resource. We will maintain contact with the teachers after the workshop to ensure that the scientists are still actively engaged in their classroom and to collect feedback. References [1] Shupla C, et al. (2011) Lessons Learned: Best Practices in Educator Workshops. 42nd Lunar and Planetary Science Conference, no. 2828. EPSC Abstracts Vol. 6, EPSC-DPS2011-1775, 2011 EPSC-DPS Joint Meeting 2011 c Author(s) 2011

  2. Science Teaching Attitudes and Scientific Attitudes of Pre-Service Teachers of Gifted Students

    ERIC Educational Resources Information Center

    Erdogan, Sezen Camci

    2017-01-01

    The purpose of this study is to determine science teaching attitudes and scientific attitudes of pre-service teachers of gifted students due to gender and grade level and also correlation among these variables. It is a survey study that the group is 82 students attending Gifted Education undergraduate level. Data is gathered by Scientific Attitude…

  3. Gestalt Workshops: Suggested In-Service Training for Teachers.

    ERIC Educational Resources Information Center

    Fiordo, Richard

    1981-01-01

    Fritz Perls' Gestalt Workshops are explained and recommended for inservice training for teachers. Since Gestalt Workshops increase their participants' growth, awareness, and integration personally and environmentally, their benefit to classroom teachers would be direct and dramatic. (Author)

  4. Linking Teacher and Parent Ratings of Teacher-Nominated Gifted Elementary School Students to Each Other and to School Grades

    ERIC Educational Resources Information Center

    Rothenbusch, Sandra; Voss, Thamar; Golle, Jessika; Zettler, Ingo

    2018-01-01

    This study investigated teacher and parent ratings of teacher-nominated gifted elementary school students' verbal abilities, mathematical abilities, deductive reasoning, creative thinking, and engagement, and connected these ratings to school grades. Teacher and parent ratings were compared with regard to accuracy levels and halo effects.…

  5. The Translation of Teachers' Understanding of Gifted Students Into Instructional Strategies for Teaching Science

    NASA Astrophysics Data System (ADS)

    Park, Soonhye; Steve Oliver, J.

    2009-08-01

    This study examined how instructional challenges presented by gifted students shaped teachers’ instructional strategies. This study is a qualitative research grounded in a social constructivist framework. The participants were three high school science teachers who were teaching identified gifted students in both heterogeneously- and homogeneously-grouped classrooms. Major data sources are classroom observations and interviews. Data analysis indicated that these science teachers developed content-specific teaching strategies based on their understanding of gifted students, including: (a) instructional differentiation, e.g., thematic units, (b) variety in instructional mode and/or students’ products, (c) student grouping strategies and peer tutoring, (d) individualized support, (e) strategies to manage challenging questions, (f) strategies to deal with the perfectionism, and (g) psychologically safe classroom environments.

  6. Media Production Workshop for Teachers of the Deaf.

    ERIC Educational Resources Information Center

    Gray, Gary L.; And Others

    The manual contains a collection of handouts used in a 3 to 5 day media production and utilization workshop for preservice and inservice teachers of deaf students. The material, which was developed and used in approximately 45 workshops serving 800 teachers over a 2 year period, is considered appropriate for all teachers who use media in their…

  7. Interactions of Chemistry Teachers with Gifted Students in a Regular High-School Chemistry Classroom

    ERIC Educational Resources Information Center

    Benny, Naama; Blonder, Ron

    2018-01-01

    Regular high-school chemistry teachers view gifted students as one of several types of students in a regular (mixed-ability) classroom. Gifted students have a range of unique abilities that characterize their learning process: mostly they differ in three key learning aspects: their faster learning pace, increased depth of understanding, and…

  8. Project Gifted: Overview.

    ERIC Educational Resources Information Center

    East Providence School Dept., RI.

    The overview of Project Gifted begins with an explanation of eight program assumptions: that the gifted are not the academically talented in need of greater intellectual stimulation, that the gifted need stimulation and interaction, that the gifted need the special attention of the teacher, that the children learn in diverse ways, that learning…

  9. The Use of Teacher-Judgment Measures in the Identification of Gifted Pupils.

    ERIC Educational Resources Information Center

    Hoge, Robert D.; Cudmore, Laurinda

    The paper intends to assess the psychometric properties of teacher-judgment measures for identifying gifted students in terms of the available empirical data. Problems of definition are cited, and the neglect and disparagement of teacher judgments as an alternative identification strategy are noted. The major conclusion from the review is that…

  10. Kepler Mission IYA Teacher Professional Development Workshops

    NASA Astrophysics Data System (ADS)

    Devore, E. K.; Harman, P.; Gould, A. D.; Koch, D.

    2009-12-01

    NASA's Kepler Mission conducted six teacher professional development workshops on the search for Earth-size in the habitable zone of Sun-like stars. The Kepler Mission launched in March, 2009. As a part of International Year of Astronomy 2009, this series of one-day workshops were designed and presented for middle and high school teachers, and science center and planetarium educators prior to and after the launch. The professional development workshops were designed using the best practices and principals from the National Science Education Standards and similar documents. Sharing the outcome of our plans, strategies and formative evaluation results can be of use to other Education and Public Outreach practitioners who plan similar trainings. Each event was supported by a Kepler team scientist, two Education & Public Outreach staff and local hosts. The workshops combined a science content lecture and discussion, making models, kinesthetic activities, and interpretation of transit data. The emphasis was on inquiry-based instruction and supported science education standards in grades 7-12. Participants’ kit included an orrery, optical sensor and software to demonstrate transit detection. The workshop plan, teaching strategies, and lessons learned from evaluation will be discussed. Future events are planned. Kepler's Education and Public Outreach program is jointly conducted by the SETI Institute and Lawrence Hall of Science at UC Berkeley in close coordination with the Kepler Mission at NASA Ames Research Center. The IYA Kepler Teacher Professional Development workshops were supported by NASA Grants to the E. DeVore, SETI Institute NAG2-6066 Kepler Education and Public Outreach and NNX08BA74G, IYA Kepler Mission Pre-launch Workshops. Teachers participate in human orrery.

  11. Aviation/Aerospace Teacher Education Workshops: Program Development and Implementation

    DOT National Transportation Integrated Search

    1998-01-01

    The Aviation/Aerospace Teacher Education Workshops have been recommended by the Illinois Task force for Aviation/Space Education (1988) as a way of encouraging aeronautical education. The workshop will be offered to elementary school teachers. During...

  12. Physics Teachers Workshop

    ScienceCinema

    Huggins, DaNel; Calhoun, John; Palmer, Alyson; Thorpe, Steve; Vanderveen, Anne

    2017-12-09

    INL is looking for the nation's top high school physics teachers to attend our July workshop in Idaho Falls. Participants get to learn from nuclear researchers, tour facilities including a research reactor and interact with peers from across the country. You can learn more about INL projects at http://www.facebook.com/idahonationallaboratory

  13. Physics Teachers Workshop

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Huggins, DaNel; Calhoun, John; Palmer, Alyson

    INL is looking for the nation's top high school physics teachers to attend our July workshop in Idaho Falls. Participants get to learn from nuclear researchers, tour facilities including a research reactor and interact with peers from across the country. You can learn more about INL projects at http://www.facebook.com/idahonationallaboratory

  14. Preparation of the Future Teacher for Work with Gifted Children

    ERIC Educational Resources Information Center

    Bochkareva, Tatyana; Akhmetshin, Elvir; Osadchy, Eduard; Romanov, Petr; Konovalova, Elena

    2018-01-01

    The paper is devoted to the problem of creating a system of training of future teachers for work with gifted schoolchildren in mathematics. The authors analyze the existing curricula and basic professional educational programs for the preparation of Bachelors in the directions of training "Pedagogical Education" and "Mathematics and…

  15. Teachers' Beliefs and Practices for Nurturing Creativity in Students: Perspectives from Teachers of Gifted Students in Hong Kong

    ERIC Educational Resources Information Center

    Chan, Serene; Yuen, Mantak

    2015-01-01

    The long-term aim of fostering creativity in all students is specifically included in Hong Kong's curriculum guidelines. However, implementation of teaching strategies to achieve this aim has presented difficulties for many teachers. It is likely that teachers with experience in gifted education are in the best position in this respect, because…

  16. "Teachers Touch the Sky:" A Workshop in Astronomy for Teachers in Grades 3-9

    NASA Astrophysics Data System (ADS)

    Buratti, B. J.

    2012-08-01

    Eight times during the past two decades, JPL technical staff, assisted by master teachers, conducted a one-week workshop for teachers in grades 3-9. In these workshops, the teachers are walked through hands-on activities that are all based on current projects in astronomy and space science at JPL. The activities are inquiry-based and emphasize the scientific method and fundamental math and science skills. Each year the workshop focuses on a NASA theme: in 2011 it was the Dawn Mission to the asteroid 4 Vesta, as orbit insertion occurred right before the workshop. Several activities are based on the Lawrence Livermore Lab's Great Exploration in Math and Science (GEMS) guides. Teachers tour JPL's facilities such as the Space Flight Operations Center, the Spacecraft Assembly Facility, and the Mars Yard. The integration of the lessons into the teachers' own curricula is discussed, and a field trip to JPL's Table Mountain Observatory is included. Teachers learn of the resources NASA makes available to them, and they have the opportunity to talk to "real" scientists about their work. Teachers receive an honorarium for participation plus classroom materials.

  17. Teacher Training Programs for Gifted Education with Focus on Sustainability

    ERIC Educational Resources Information Center

    Reid, Eva; Horváthová, Božena

    2016-01-01

    Scholars, psychologists, and teachers from around the world have been dealing with the topic of giftedness for many years. Also in Slovakia, development of giftedness is a highly topical issue and gifted education has earned its place in the current curricular documents issued by the Ministry of Education. The national curriculum specifies…

  18. The Gift of Reading

    ERIC Educational Resources Information Center

    Maxwell, D. Jackson

    2009-01-01

    There are many opportunities each year for children to receive gifts from adults. Parents, teachers, and community members often ask school librarians for suggestions concerning educational gifts for children. Literacy, however, is the greatest gift any adult can give a child. The gift of literacy can take many paths and use many different tools.…

  19. Effective Instructional Characteristics of Teachers of Junior High School Gifted Students.

    ERIC Educational Resources Information Center

    Wendel, Robert; Heiser, Sandra

    1989-01-01

    An ethnographic study analyzed videotapes using simulated recall procedure and comparative analysis of a student opinionnaire to determine effective characteristics of teachers of gifted junior high schools students. Desirable traits noted were humor, enthusiasm, creativity, care and respect for students, and high expectations. (MSE)

  20. The Impact of Multiple Intelligence Theory on Teacher Perception of Giftedness and the Referral of African American Students to Gifted and Talented Education Programs

    ERIC Educational Resources Information Center

    Fisher, Tanya A.

    2013-01-01

    Programs for gifted students have been criticized for narrowly defining giftedness as merely cognitive or academic performance. Teacher referrals are usually an important component of identifying gifted students. Teacher perceptions, low expectations, and lack of cultural competence are perceived as barriers to the access of Gifted and Talented…

  1. STEM vs. Non-STEM Teacher Perception and Integration of Technology among Gifted and Talented Populations

    ERIC Educational Resources Information Center

    Culella, Nicole Anne

    2017-01-01

    The purpose of this quantitative study was to investigate teacher perception of technology integration in STEM and non-STEM classrooms of high school teachers of gifted and talented students and the relationship of those perceptions to actual technology use in their classrooms. This study measured teacher perception of technology integration…

  2. Teachers' Attitudes towards the Gifted: The Importance of Professional Development and School Culture

    ERIC Educational Resources Information Center

    Lassig, Carly

    2015-01-01

    Given that teachers have one of the most significant influences on the educational development of gifted students, reports of negative attitudes and beliefs in popular myths about giftedness are cause for concern. It is important to understand teachers' attitudes and beliefs to implement effective training and educational practices to improve…

  3. Gifted and Maladjusted? Implicit Attitudes and Automatic Associations Related to Gifted Children

    ERIC Educational Resources Information Center

    Preckel, Franzis; Baudson, Tanja Gabriele; Krolak-Schwerdt, Sabine; Glock, Sabine

    2015-01-01

    The disharmony hypothesis (DH) states that high intelligence comes at a cost to the gifted, resulting in adjustment problems. We investigated whether there is a gifted stereotype that falls in line with the DH and affects attitudes toward gifted students. Preservice teachers (N = 182) worked on single-target association tests and affective priming…

  4. Workshop Results: Teaching Geoscience to K-12 Teachers

    NASA Astrophysics Data System (ADS)

    Nahm, A.; Villalobos, J. I.; White, J.; Smith-Konter, B. R.

    2012-12-01

    A workshop for high school and middle school Earth and Space Science (ESS) teachers was held this summer (2012) as part of an ongoing collaboration between the University of Texas at El Paso (UTEP) and El Paso Community College (EPCC) Departments of Geological Sciences. This collaborative effort aims to build local Earth science literacy and educational support for the geosciences. Sixteen teachers from three school districts from El Paso and southern New Mexico area participated in the workshop, consisting of middle school, high school, early college high school, and dual credit faculty. The majority of the teachers had little to no experience teaching geoscience, thus this workshop provided an introduction to basic geologic concepts to teachers with broad backgrounds, which will result in the introduction of geoscience to many new students each year. The workshop's goal was to provide hands-on activities illustrating basic geologic and scientific concepts currently used in introductory geology labs/lectures at both EPCC and UTEP to help engage pre-college students. Activities chosen for the workshop were an introduction to Google Earth for use in the classroom, relative age dating and stratigraphy using volcanoes, plate tectonics utilizing the jigsaw pedagogy, and the scientific method as a think-pair-share activity. All activities where designed to be low cost and materials were provided for instructors to take back to their institutions. A list of online resources for teaching materials was also distributed. Before each activity, a short pre-test was given to the participants to gauge their level of knowledge on the subjects. At the end of the workshop, participants were given a post-test, which tested the knowledge gain made by participating in the workshop. In all cases, more correct answers were chosen in the post-test than the individual activity pre-tests, indicating that knowledge of the subjects was gained. The participants enjoyed participating in these

  5. The Workshop Program on Authentic Assessment for Science Teachers

    NASA Astrophysics Data System (ADS)

    Rustaman, N. Y.; Rusdiana, D.; Efendi, R.; Liliawati, W.

    2017-02-01

    A study on implementing authentic assessment program through workshop was conducted to investigate the improvement of the competence of science teachers in designing performance assessment in real life situation at school level context. A number of junior high school science teachers and students as participants were involved in this study. Data was collected through questionnaire, observation sheets, and pre-and post-test during 4 day workshop. This workshop had facilitated them direct experience with seventh grade junior high school students during try out. Science teachers worked in group of four and communicated each other by think-pair share in cooperative learning approach. Research findings show that generally the science teachers’ involvement and their competence in authentic assessment improved. Their knowledge about the nature of assessment in relation to the nature of science and its instruction was improved, but still have problem in integrating their design performance assessment to be implemented in their lesson plan. The 7th grade students enjoyed participating in the science activities, and performed well the scientific processes planned by group of science teachers. The response of science teachers towards the workshop was positive. They could design the task and rubrics for science activities, and revised them after the implementation towards the students. By participating in this workshop they have direct experience in designing and trying out their ability within their professional community in real situation towards their real students in junior high school.

  6. Relationship among science teacher personality characteristics and degree of teacher classroom implementation after in-service workshop

    NASA Astrophysics Data System (ADS)

    Sechler, Phares Lochiel Coleman

    State departments of public instruction require that teachers periodically update their licenses throughout their teaching careers. Various professional development events such as in-service workshops, university offerings, and special innovative programs provide opportunities for novice and experienced teachers to grow professionally. The "Team Science" workshop was designed from models supported by research that described guidelines for successful workshop strategies. In evaluating the workshop, the question was asked "Why did not all teachers implement the ideas from the workshop in their science classrooms?" This study investigates the possible relationship between teacher personality characteristics and implementation of technology innovations. Team Science was an extensive workshop program planned to develop science teachers' expertise in using computer and video technology to teach in physical science, chemistry, and physics classrooms in rural school in North Carolina. Upon evaluating the four-year effort, it was found that the 23 participants implemented the technological strategies at various levels. At the higher end of the range of technology use, some teachers exhibited complete integration of the computers and interfacing devices into both the laboratory work and the classroom inquiry. At the lower end of the range, some teachers used the technology very little. The resulting question emerged from the data collected: Do specific teacher personality characteristics (independent variables) correlate with the degree of implementation (dependent variable) of the innovative ideas and tools used in the teacher's science classroom after the in-service workshop? To determine if there were any significant personality traits, each teacher was given five personality tests. The tests were Hunt's Conceptual Development Test, the Paragraph Completion Test; James Rest's Defining Issues Test; Simmons Personal Survey, an emotional tendency test; the Myers-Briggs Type

  7. Online Teacher Professional Development for Gifted Education: Examining the Impact of a New Pedagogical Model

    ERIC Educational Resources Information Center

    Edinger, Matthew J.

    2017-01-01

    This article theoretically develops and examines the outcomes of a pilot study that evaluates the PACKaGE Model of online Teacher Professional Development (the Model). The Model was created to facilitate positive pedagogical change within gifted education teachers' practice, attitude, collaboration, content knowledge, and goal effectiveness.…

  8. Texas Water Quality Board Teachers Workshop Program.

    ERIC Educational Resources Information Center

    Texas Water Quality Board, Austin.

    These materials are designed for teachers participating in an inservice workshop on water quality. Included in the materials are a workshop agenda, a water awareness pretest, and the various parameters and tests that are used to determine and measure water quality. The parameters are discussed from the standpoint of their potential impact to…

  9. Effect of Teachers Training Workshop Outcomes on Real Classroom Situations of Undergraduate Medical Students.

    PubMed

    Baral, N; Nepal, A K; Paudel, B H; Lamsal, M

    2015-01-01

    Faculty development by conducting regular training, workshops and research related to medical education has been a key feature to upgrade quality of medical education. The aim of this study was to explore responses of the health science teachers, students and peers after the workshop after providing training on student assessment tools and teaching-learning methods. Two teacher-training workshops were conducted to the faculty members of B.P. Koirala Institute of Health Sciences from the departments of basic, clinical and allied sciences in Oct. 2010 and Jan. 2011. Qualitative questionnaire based study was conducted, and the questions were validated before the study by expert peer review process. The effect of the training workshop in real classroom outcomes was assessed incorporating student's feedback, evaluation by peers and the self-evaluation by the teacher trainees. Pre-test and post-test scores of the participating teachers, before and after the workshop were 62.53 and 71.17 respectively. Among the participants 90.3% teachers expressed enhanced in their role as a teacher for medical undergraduates after the workshop. In present study, the faculty members showed accrued interest to participate in teacher's training workshops. The peer evaluation of teacher's performance in their real classroom situations were rated higher than evaluation by the students. Therefore, such training workshops will have a greater impact on the ability of teachers in effective teaching in real classroom situations.

  10. Measuring Creative Capacity in Gifted Students: Comparing Teacher Ratings and Student Products

    ERIC Educational Resources Information Center

    Kettler, Todd; Bower, Janessa

    2017-01-01

    Creativity and giftedness are frequently associated, and schools may use measures of creativity for identifying gifted and talented students. The researchers examined three aspects of elementary student creativity: (a) the relationship between a teacher's rating of student creativity and rubric-scored student writing samples, (b) group differences…

  11. Investigating the Underrepresentation of African American and Hispanic Students in Gifted Programs

    ERIC Educational Resources Information Center

    Gillard, Malcolm Jerome

    2017-01-01

    The objective of this study was to explore the relationship between the representation of African American and Hispanic students in gifted education programs, professional development and teacher training in gifted education, and teacher referral of these students to gifted programs. Administrators, general education teachers, and gifted education…

  12. NASA Kennedy Space Center Educator Workshops: Exploring Their Impact on Teacher Attitudes and Concerns

    NASA Technical Reports Server (NTRS)

    Dreschel, Thomas W.

    1996-01-01

    The National Aeronautics and Space Administration holds summer teacher workshops to motivate teachers to use space science in their lessons. In evaluating these workshops, the areas of interest were participant beliefs about science and science teaching and concerns about educational change and innovation. The teachers attending workshops in 1995, past participants, teachers that received materials but had not attended a workshop, and science researchers were surveyed using the Beliefs about Science and Science Education Survey and/or the Stages of Concern Questionnaire. Comparisons were made by workshop length, time since workshop, and highest grade taught. Reductions in concerns were most evident in the four week workshop. Changes in beliefs were also observed relative to teaching approach and ability. Differences in beliefs were observed between teachers and science researchers. Differences were also observed relative to time since attendance and by grade level taught. It is recommended that the workshops be at least four weeks in length and in length and target specific grade levels, that refresher workshops be offered.

  13. Providing Effective Professional Development for Teachers through the Lunar Workshops for Educators

    NASA Astrophysics Data System (ADS)

    Canipe, Marti; Buxner, Sanlyn; Jones, Andrea; Hsu, Brooke; Shaner, Andy; Bleacher, Lora

    2014-11-01

    In order to integrate current scientific discoveries in the classroom, K-12 teachers benefit from professional development and support. The Lunar Workshops for Educators is a series of weeklong workshops for grade 6-9 science teachers focused on lunar science and exploration, sponsored by the Lunar Reconnaissance Orbiter (LRO) and conducted by the LRO Education and Public Outreach (E/PO) Team. The Lunar Workshops for Educators, have provided this professional development for teachers for the last five years. Program evaluation includes pre- and post- content tests and surveys related to classroom practice, daily surveys, and follow-up surveys conducted during the academic year following the summer workshops to assess how the knowledge and skills learned at the workshop are being used in the classroom. The evaluation of the workshop shows that the participants increased their overall knowledge of lunar science and exploration. Additionally, they gained knowledge about student misconceptions related to the Moon and ways to address those misconceptions. The workshops impacted the ways teachers taught about the Moon by providing them with resources to teach about the Moon and increased confidence in teaching about these topics. Participants reported ways that the workshop impacted their teaching practices beyond teaching about the Moon, encouraging them to include more inquiry and other teaching techniques demonstrated in the workshops in their science classes. Overall, the program evaluation has shown the Lunar Workshops for Educators are effective at increasing teachers’ knowledge about the Moon and use of inquiry-based teaching into their classrooms. Additionally, the program supports participant teachers in integrating current scientific discoveries into their classrooms.

  14. Using Movies to Guide: Teachers and Counselors Collaborating to Support Gifted Students

    ERIC Educational Resources Information Center

    Hebert, Thomas P.; Sergent, Daniel

    2005-01-01

    This article describes how gifted elementary students can profit from their teachers' collaboration with school counselors through guided viewing of film. The authors assert that sensitively designed discussion sessions led by two supportive adults will result in healthy therapeutic responses for children, and, since movies are a significant…

  15. "Are We Being De-Gifted, Miss?" Primary School Gifted and Talented Co-Ordinators' Responses to the Gifted and Talented Education Policy in England

    ERIC Educational Resources Information Center

    Koshy, Valsa; Pinheiro-Torres, Catrin

    2013-01-01

    Over a decade ago the UK government launched its gifted and talented education policy in England, yet there has been very little published research which considers how schools and teachers are interpreting and implementing the policy. By seeking the views of the gifted and talented co-ordinators (For ease of reference, the term gifted and talented…

  16. The Art of Teaching the Arts: A Workshop for High School Teachers

    ERIC Educational Resources Information Center

    Annenberg Media, 2005

    2005-01-01

    "The Art of Teaching the Arts: A Workshop for High School Teachers" is an eight-part professional development workshop for use by high school dance, music, theatre, and visual art teachers. The workshop examines how principles of good teaching are carried out in teaching the arts at the high school level. In the eight one-hour video programs,…

  17. Response to Intervention for Gifted Students: Implementation by Classroom Teachers in Colorado

    ERIC Educational Resources Information Center

    Nichols, Leslie

    2012-01-01

    The purpose of this study was to examine the level of implementation that preK-12 regular classroom teachers have achieved in using the educational innovation Response to Intervention (RTI) to deliver gifted education services in Colorado. The methodology used was a mixed methods approach utilizing the online Stages of Concern Questionnaire,…

  18. Teachers' Perceptions of Strategies and Skills Affecting Learning of Gifted 7th Graders in English Classes

    ERIC Educational Resources Information Center

    Noble, James Paul

    2010-01-01

    This study was conducted in 11 schools across 5 school districts and solicited responses from 20 teachers. This study found a relationship between instructional strategies appropriate for gifted students and teachers' perceptions of contributions the strategies made to learning. The literature review section examined the modern focus on gifted…

  19. Early Career Teachers' Beliefs about Their Preparedness to Teach: Implications for the Professional Development of Teachers Working with Gifted and Twice-Exceptional Students

    ERIC Educational Resources Information Center

    Rowan, Leonie; Townend, Geraldine; Ewing, Bronwyn Frances

    2016-01-01

    Teachers have a major impact upon the educational achievements and psychological well-being of gifted students. Interestingly, however, relatively little is known about how well-prepared early career teachers believe themselves to be to take up this challenge. This makes the development of appropriately targeted and specifically focused…

  20. How Do Parents and Teachers of Gifted Students Perceive Group Work in Classrooms?

    ERIC Educational Resources Information Center

    Saunders-Stewart, Katie S.; Walker, Cheryl L.; Shore, Bruce M.

    2013-01-01

    Although an abundance of information exists concerning advantages and disadvantages of certain grouping arrangements with highly able students in classroom settings, little research has focused on gifted children's parents' and teachers' opinions of group work. The present study explored potential differences between these opinions. Parents (n=…

  1. Aviation/Aerospace Teacher Education Workshops: Program Development and Implementation.

    ERIC Educational Resources Information Center

    Green, Mavis F.

    1998-01-01

    Describes an aviation/aerospace teacher-education workshop that allows elementary school teachers to become familiar with aviation fundamentals and issues and with ways to incorporate aviation topics into their curricula. (JOW)

  2. Purposeful Professional Development: Planning Positive Experiences for Teachers of the Gifted and Talented

    ERIC Educational Resources Information Center

    Wycoff, Melinda; Nash, William R.; Juntune, Joyce E.; Mackay, Laura

    2003-01-01

    Maximum academic achievement for gifted and talented students can only be accomplished when teachers are given the tools, support, and training needed to strengthen instructional skills and develop knowledge of the social and emotional needs of the students they serve. Providing meaningful professional development to develop or enhance these…

  3. The Process of Identifying Gifted Children in Elementary Education: Teachers' Evaluations of Creativity

    ERIC Educational Resources Information Center

    Garcia-Ros, Rafael; Talaya, Isabel; Perez-Gonzalez, Francisco

    2012-01-01

    This study describes the importance of creativity in the identification of gifted elementary-aged children and presents the process of validating a scale for rating the creativity of the students through the teachers' responses. The results show the instrument's unifactorial structure, satisfactory levels of internal consistency, as well as…

  4. A Study of Gifted High, Moderate, and Low Achievers in Their Personal Characteristics and Attitudes toward School and Teachers

    ERIC Educational Resources Information Center

    Abu-Hamour, Bashir; Al-Hmouz, Hanan

    2013-01-01

    This study examines the problem of underachievement among gifted high school students. Low achievers were compared to high and moderate achievers on their motivation, self-regulation, and attitudes toward their school and teachers. Participants were all highly able students from grades 10 and 11 in an academically selective gifted high school in…

  5. Metaphoric Perception of Gifted Students about Physical Education Course and Physical Education Teachers

    ERIC Educational Resources Information Center

    Yilmaz, Aynur; Esenturk, Oguz Kaan; Demir, Gonul Tekkursun; Ilhan, Ekrem Levent

    2017-01-01

    It is to determine the perception of the gifted students who participate to "Science and Art Center" about "Physical Education Course" and "Physical Education Teachers" via metaphors. The working group of the research consists of 48 students who participate Science and Art Center in 2014-2015 school years. Among the…

  6. Teacher Judgment in Identifying Gifted/Talented Students

    ERIC Educational Resources Information Center

    Elhoweris, Hala

    2008-01-01

    One of the most serious problems plaguing in the field of gifted education is the need for the development of appropriate programs and identification procedures for gifted and talented students from different culturally and diverse backgrounds. Therefore, there has been increased attention and efforts devoted to the academic needs of gifted and…

  7. Field/Lab Training Workshops in Planetary Geology and Astrobiology for Secondary School Teachers

    NASA Astrophysics Data System (ADS)

    Treiman, A.; Newsom, H.; Hoehler, T.; Tsairides, C.; Karlstrom, K.; Crossey, L.; Kiefer, W.; Kadel, S.; Garcia-Pichel, F.; Aubele, J.; Crumpler, L.

    2003-12-01

    Thematic field-lab-classroom workshops can be successful in training secondary teachers in planetary geology and astrobiology, from the LPI's 4 years experience. A typical workshop includes ˜4 days of field study and ˜3 days of related classroom/lab lectures and exercises. Up to 30 teachers have participated at once, and the staff averages 5 researchers and educators. The 2003 workshop, The Great Desert, focused on geology and life in the Colorado Plateau as analogs for Mars. Specific emphases were on geologic processes exemplified in the Grand Canyon, Sunset Crater and Meteor Crater, and on biotic communities in desert soils and hot springs. The classroom portion, hosted by UNM, included lectures, lab work, and teaching exercises keyed to the field experience and its extensions to Mars. Formal followups: non-directive exit questionnaires; email list-serves for participants; websites with images, presentations, and exercises from the workshop, and links to related materials (e.g., http://www.lpi.usra.edu/education/EPO/yellowstone2002/index.html); and interviews for six-month retrospective. Graduate and continuing education credit are available. Past workshops, all relevant to Mars, have targeted: geology and extremophiles of Yellowstone NP, geology of the Cascade volcanos; and giant floods and lava flows of central Washington. The greatest benefit of this workshop format is the teachers' intense, deep experience, emphasizing scientific content. They learn from field, classroom, and laboratory perspectives, and work with PhD level researchers who contribute their excitement, demonstrate and teach critical thought processes, and provide authoritative background and answers. The small group size permits personal interactions (among teachers and presenters) that complement each other's understanding and appreciation of the subject. They log ˜65 contact hours with the staff, in small groups or one-on-one. Teachers return to the classroom with personal experiences

  8. Designing an Online, Introductory Gifted Education Course.

    ERIC Educational Resources Information Center

    Hull, Debra F.; Bull, Kay S.; Montgomery, Diane; May, James R.; Overton, Robert

    Rural teachers are often undertrained in the identification and education of gifted students. This paper describes the principles and development of an online introductory course in gifted education that could meet the need for rural teacher training. Using the philosophy that learners construct their own knowing, the system for developing an…

  9. Honors Workshop for Middle School Science Teachers. Final Report.

    ERIC Educational Resources Information Center

    Meisner, Gerald W.; Lee, Ernest W.

    The Honors Workshop for Middle School Science Teachers was designed to address teachers' conceptual understanding of basic scientific principles, student misconceptions and how to deal with them, and observation and measurement techniques. For 4 weeks in summer and on 6 Saturdays during 2 academic years, 30 leaders among science teachers from the…

  10. Identification of Gifted Students in Oman: Gender and Grade Differences on the Gifted Rating Scales-School Form

    ERIC Educational Resources Information Center

    Mohamed, Ahmed Hassan Hemdan; Kazem, Ali Mahdi; Pfeiffer, Steven; Alzubaidi, Abdul-Qawi; Elwan, Reda Abu; Ambosaidi, Abdullah; Al-Washahi, Mariam; Al-Kharosi, Tarek

    2017-01-01

    Research suggests that teacher-completed gifted screening scales can reduce undernomination of students with culturally and linguistically diverse backgrounds. The purpose of this study was to examine the use of the Gifted Rating Scales-School Form (GRS-S) in the identification of gifted students in Oman. The participants of the study represented…

  11. Black males' self-perceptions of academic ability and gifted potential in advanced science classes

    NASA Astrophysics Data System (ADS)

    Rascoe, Barbara Jean

    The purpose of this study was to examine gifted Black males' self-perceptions of academic ability and gifted potential in science. Major concerns were to determine how these self-perceptions of academic ability and gifted potential influenced gifted Black males' capacity to compete in advanced science classes and to determine how science teachers may have influenced participants' self-perceptions of academic ability and gifted potential. This study required an approach that would allow an interpretive aspect for the experiences of gifted Black males in advanced science classes. An intrinsic qualitative case study design with a critical theory framework was used. Data were collected using semi-structured interviews, which were audiotaped and transcribed. Each participant was interviewed twice and each interview averaged 45 minutes. The purposeful sample consisted of nine gifted high school Black males between the ages of fourteen and eighteen. The constant comparative method was used to analyze the data. The categories of gifted Black males' self-perceptions of academic ability and gifted potential included gifted high achievers, gifted 'could do better' high achievers, gifted 'could do better' situational nonachievers, and gifted 'could do better' underachievers. Gifted Black male participants' perceptions regarding their science teachers' influence on their self-perceptions of academic ability and gifted potential included validation, reinforcement, and enhancement. These participants' perceptions regarding how science teachers' influenced their academic performance in science included science teachers' content knowledge, science teachers' skills to make science challenging and engaging, and a safe learning environment. The conclusions of this study described competing power dynamics of science teachers and gifted Black males' interactions in the science learning environment. The discussion also included a summary of relationships among the emergent themes

  12. Understanding Our Gifted, 1999.

    ERIC Educational Resources Information Center

    Goodman, Laura, Ed.

    1999-01-01

    The focus of these four issues of a quarterly journal on gifted children is on the total child, gifted girls, asynchrony, and teaching teachers. Each issue also includes columns on parents, the Internet, home schooling, software reviews, and recommended books. Major articles include the following: "A Circle of Friends: The Nature and Nurture of…

  13. Analysis on the effectiveness of gifted education by studying perceptions of science gifted education recipients

    NASA Astrophysics Data System (ADS)

    Jung, Hyun-Chul; Ryu, Chun-Ryol; Choi, Jinsu; Park, Kyeong-Jin

    2016-04-01

    the following: a variety of gifted education programs which could not be provided in regular curriculums, expansion in career education programs on finding careers in science technology, and the necessity of teacher training to enhance gifted education teaching method professionalism. Keywords : science gifted education, recipients, effectiveness of education, education program, teaching method, teacher professionalism

  14. Selected Progressive Competencies for Education of the Gifted.

    ERIC Educational Resources Information Center

    Daniels, Roberta R.; And Others

    Progressive competencies were identified for gifted students in grades kindergarten through 12 as a result of a survey of over 600 administrators, classroom teachers, and teachers of the gifted. Competencies were identified for four levels of development in the following six specific skill areas: creativity, affective development, academic…

  15. How Old Is Your Universe?: A Workshop For Middle Grade Science Teachers

    NASA Astrophysics Data System (ADS)

    Wulff, A. H.; Siewers, F.; Gelderman, R.; Carini, M.; Roberts, J.; Tyler, R.; McGruder, C.

    2005-05-01

    Recent attempts to revise how evolution is taught in US schools have found fault not just with Darwin's theory of biological evolution but with current scientific theories about the age and evolution of the cosmos. A multidisciplinary team including physicists, astronomers and geologists initiated two workshops to provide clear, easy to implement curriculum material to help middle grade science teachers explain to their students how we know the ages of the earth, stars, our own solar system, and the entire universe. The nature of science was explained, with special attention paid to distinguishing knowledge gained through the scientific method from matters of faith. In-service and pre-service teachers worked together as a team to master the content behind a series of hands-on activities and develop the best strategies for integrating the lesson plans into the classroom. Research scientists collaborated with educators to present the workshop; and after the workshop traveled to the classrooms to work with the teachers to assist in the implementation of the material. These pairings resulted in a diversity of approaches and implementation strategies being discussed and ultimately implemented. During the workshop the teachers were introduced to a series of inquiry-based, hands-on activities designed to integrate thematic content from the life, earth, and physical sciences. Additional resources (various physics lab materials, earth materials kits, posters, CD-ROMs, etc.) and information were provided to allow each teacher to become familiar with the reasons for our belief in an ancient and evolving universe. The chosen lesson plan activities provide just-in-time introduction of background materials integrating math skills and concepts with the process of discovery. The inquiry-based activities emphasize the methods by which scientists study cosmic distances, ages, and evolution. The entire workshop format has been aligned with, and each activity is linked with, National

  16. Teacher Perceptions of Overexcitabilities in Secondary Gifted Students: Implications for Practice in Gifted Education

    ERIC Educational Resources Information Center

    Doll, Marianne Morgan

    2013-01-01

    During the last two decades of the twentieth century, some researchers and practitioners in gifted education adopted the belief that overexcitabilities (OEs), from Dabrowski's Theory of Positive Disintegration, are more prevalent in gifted adolescents that in other adolescents. This belief led to recommendations for gifted education, including the…

  17. Illinois Association for Gifted Children Journal, 2000.

    ERIC Educational Resources Information Center

    Smutney, Joan Franklin, Ed.

    2000-01-01

    This issue of the Illinois Association for Gifted Children (IAGC) Journal focuses on teaching gifted children in the regular education classroom. Featured articles include: (1) "Educating All Gifted Children for the 21st Century: Proposal for Training Regular Classroom Teachers" (Maurice D. Fisher and Michael E. Walters); (2)…

  18. An Evaluation of a Media Literacy Program Training Workshop for Late Elementary School Teachers

    PubMed Central

    Scull, Tracy Marie; Kupersmidt, Janis Beth

    2012-01-01

    The present study examined the efficacy of a media literacy education, substance abuse prevention training workshop for late elementary school teachers. Analyses revealed that the randomly assigned intervention (n = 18) and control (n = 23) teachers were similar in demographic characteristics and pre-training beliefs and knowledge. Teachers who participated in the workshop reported stronger beliefs in the importance of and familiarity with media literacy education and scored higher on a direct assessment of media deconstruction skills than teachers in the control group. Teachers reported positive program assessment ratings. This randomized controlled trial provides evidence that a one-day teacher training workshop on media literacy education is effective at improving teachers’ beliefs and knowledge about media literacy that are relevant for successful student outcomes. PMID:23275894

  19. Singapore Math: Challenging and Relevant Curriculum for the Gifted Learner

    ERIC Educational Resources Information Center

    Hazelton, Melody; Brearley, Donna

    2008-01-01

    Teachers know their students must struggle and grapple with authentic tasks in order to grow stronger. Classroom teachers of the gifted know that their students cannot advance cognitively without facing relevant and challenging material that demands higher level thinking and reasoning. Therefore, the teacher of gifted mathematics students must…

  20. An AHP-based evaluation method for teacher training workshop on information and communication technology.

    PubMed

    Lucas, Rochelle Irene; Promentilla, Michael Angelo; Ubando, Aristotle; Tan, Raymond Girard; Aviso, Kathleen; Yu, Krista Danielle

    2017-08-01

    The emergence of information and communication technology (ICT) has created opportunities for enhancing the learning process at different educational levels. However, its potential benefits can only be fully realized if teachers are properly trained to utilize such tools. The rapid evolution of ICT also necessitates rigorous assessment of training programs by participants. Thus, this study proposes an evaluation framework based on the Analytic Hierarchy Process (AHP) to systematically evaluate such workshops designed for teachers. The evaluation model is decomposed hierarchically into four main criteria namely: (1) workshop design, (2) quality of content of the workshop, (3) quality of delivery of the content of the workshop, and the (4) relevance of the workshop. These criteria are further disaggregated into 24 sub-indicators to measure the effectiveness of the workshop as perceived by the participants based on their own expectations. This framework is applied to a case study of ICT workshops done in the Philippines. In this case, relevance of the workshop is found to be the most important main criterion identified by the participants, particularly on the new ICT knowledge that promotes teachers' professional growth and development. The workshop evaluation index (WEI) is also proposed as a metric to support decision-making by providing a mechanism for benchmarking performance, tracking improvement over time, and developing strategies for the design and improvement of training programs or workshops on ICT for teachers. Copyright © 2017 Elsevier Ltd. All rights reserved.

  1. An Effective Model of In-Service Workshops for Elementary Teachers.

    ERIC Educational Resources Information Center

    Manning, Patricia C.; Dziuban, Charles

    After needs assessments were conducted in six Florida school districts, strategies were developed for implementing creative and relevant workshops emphasizing curricular innovations and individualized instruction. Procedures and techniques evolved from 50 workshops given to 1500 elementary school teachers. Among the activities were: multimedia…

  2. Teachers Touch the Sky: A Workshop in Astronomy for Teachers in Grades 3-9

    NASA Astrophysics Data System (ADS)

    Buratti, B.; Edberg, S.

    2011-12-01

    Using the natural fascination the public holds towards its work, NASA encourages and funds its scientists to do education and public outreach (E&PO) to both children and adults. Space science is especially interesting to students, less threatening to teachers than some other sciences, and interdisciplinary in nature. These features make it the ideal vehicle for teaching basic scientific concepts to children in a concrete and captivating manner. During the past decade, and again during the summer of 2011, JPL staff and two master teachers conducted a one-week workshop for teachers in grades 3-9. The teachers are walked through hands-on activities that are all based on current projects in astronomy and space science at the Jet Propulsion Lab. The activities are inquiry-based and emphasize the scientific method and fundamental math and science skills. Each year the workshop focuses on a NASA theme: this year it will be the Dawn Mission to the asteroid 4 Vesta, as orbit insertion occurs right before the workshop. At least two activities are based on the Lawrence Livermore Lab's Great Exploration in Math and Science (GEMS) guides. Teachers tour JPL's facilities such as the Space Flight Operations Center, the Spacecraft Assembly Facility, and the Mars Yard. The integration of the lessons into the teachers' own curricula is discussed, and a field trip to JPL's Table Mountain Observatory is included. Teachers learn of the resources NASA makes available to them, and they have the opportunity to talk to "real" scientists about their work. Teachers receive an honorarium for participation plus classroom materials An extensive evaluation is done each year and improvements are made the next year based on the results of the evaluation. Funded by NASA.

  3. Giving Gifts with a Purpose.

    ERIC Educational Resources Information Center

    Dillon, Douglas E.

    1987-01-01

    Gifts can link class discussions to the real world while involving children in reading, travel, or a search for information. They make children more receptive to the teacher, school in general, and ultimately to the subject. Ways to find cheap or free gifts for students are discussed. (MT)

  4. The Intellectually Gifted Student: His Nature and His Needs.

    ERIC Educational Resources Information Center

    Cherry, Betty S., Ed.

    Presented is a manual developed by the Manatee, Florida, program for gifted students which includes three articles describing giftedness, checklists for teachers, a section on identifying characteristics of gifted students, sections on the self concept and minority gifted students, questions and suggestions for parents of gifted students, and…

  5. How Finland Serves Gifted and Talented Pupils

    ERIC Educational Resources Information Center

    Tirri, Kirsi; Kuusisto, Elina

    2013-01-01

    The purpose of this article is to provide an overview of the ways gifted and talented pupils are served in Finland. The trend toward individualism and freedom of choice as well as national policy affecting gifted education are discussed. Empirical research on Finnish teachers' attitudes toward gifted education with respect to the national…

  6. Using a Conference Workshop Setting to Engage Mathematics Teachers in Culturally Relevant Pedagogy

    ERIC Educational Resources Information Center

    Timmons-Brown, Stephanie; Warner, Catharine

    2016-01-01

    In this article, the authors explore using a conference workshop setting to engage mathematics teachers, who serve largely underserved student populations, in culturally relevant pedagogy (CRP). The conference workshop encouraged the exchange of information among teachers of similar grade levels and classroom contexts. The authors' analysis of the…

  7. Travelling educational workshops for clinical teachers: are they worthwhile?

    PubMed

    Gallagher, Peter; Pullon, Sue

    2011-03-01

    The support of doctors who teach medical students in clinical settings is considered very important. In order to function as effectively as possible in their role as clinical teachers, these clinicians require educational support from faculty members. The most usual form that support takes is university staff offering face-to-face teaching on educational topics. It is estimated that in the course of 1 year, and across the Faculty of Medicine at the University of Otago, there could be up to 600 clinicians actively involved in the direct support of medical students. Many of these clinicians work in locations some considerable distance from the university campus. In 2009 the Medical Education Unit based at the Wellington Campus introduced a series of peripatetic face-to-face workshops for clinical teachers in several different geographical locations. Educational support of this nature is challenging to organise and potentially expensive, which begs the question: are travelling workshops worthwhile? Whereas the subject matter of the workshops was of interest to those who attended, of equal importance was the opportunity the workshops created to interact with colleagues in a relaxed atmosphere. In addition, the workshops were the catalyst for some clinicians to formally pursue their particular educational interests. © Blackwell Publishing Ltd 2011.

  8. Between the Stars: A Professional Development Workshop for Teachers

    NASA Astrophysics Data System (ADS)

    Hemenway, Mary Kay; Redfield, S.

    2008-05-01

    A workshop for secondary school science teachers was conducted at McDonald Observatory in July 2007. Participants did classroom experiments to detect and compare radiation in the ultraviolet, optical, and infrared regions of the electromagnetic spectrum. Other activities involved various aspects of stellar evolution and telescope design. They built spectrometers and considered how astronomers use scientific models. These topics were chosen to help them form a conceptual understanding of the parent projects' research topic: Variations in the Ionization Structure within the Local Interstellar Cloud and Neighboring Clouds. Fifteen teachers from Alaska, Idaho, Michigan, New York, Ohio, Oklahoma, and Texas performed these standards-aligned activities at the workshop in preparation for using them within their own classrooms. During three scheduled nights of observing, the participants became familiar with the night sky and the operation of small telescopes. The workshop included tours of other observatory facilities and time to reflect on their own teaching practices. They concluded the workshop by developing concept maps that integrated all aspects of the workshop, including lectures, activities, observing experiences, and tours. Support from The National Aeronautics and Space Administration under an Education and Public Outreach supplement to the Far Ultraviolet Spectroscopic Explorer Guest Investigator grant NNX07AN07G issued through the Office of Space Science is gratefully acknowledged.

  9. An Analysis of Attitudes towards the Gifted Students with Learning Difficulties Using Two Samples of Greek and Czech Primary School Teachers

    ERIC Educational Resources Information Center

    Gari, Aikaterini; Mylonas, Kostas; Portešová, Sarka

    2015-01-01

    The provision of gifted students with learning difficulties (GSLD) composes a complicated educational problem that deserves special care. This study explores teachers' attitudes towards the GSLD in two samples of primary school teachers: 225 Greek teachers and 158 teachers in the Czech Republic, 40-59 years of age and with 14-28 years of teaching…

  10. Culture, Ethics, Scripts, and Gifts.

    ERIC Educational Resources Information Center

    Messerschmitt, Dorothy; Hafernik, Johnnie Johnson; Vandrick, Stephanie

    1997-01-01

    Discusses gift-giving patterns in different cultures, particularly in relation to teacher-student interactions in English-as-a-Second-Language (ESL) instruction. Situations in which gift-giving can raise ethical questions and how to teach culturally diverse students about this issue are highlighted. Script theory provides a theoretical basis for…

  11. Gifted-Child Pedagogy: Meaningful Chimera?

    ERIC Educational Resources Information Center

    Coleman, Laurence J.

    2003-01-01

    This article explores the concept of gifted-child pedagogy (GCP) and consequences of adopting a GCP model. It argues that use of the term GCP can create a faux reality that GCP exists and that teachers who do not have this particular pedagogy cannot help gifted children. (Contains 7 references.) (CR)

  12. Teachers Touch the Sky: A Workshop in Astronomy for Teachers in Grades 3-9

    NASA Astrophysics Data System (ADS)

    Buratti, Bonnie J.; Banholzer, S.; Dalba, P. A.; Edberg, S.

    2012-10-01

    Nine times during the past two decades, JPL technical staff assisted by master teachers conducted a one-week workshop for teachers in grades 3-9. The teachers are walked through hands-on activities that are all based on current projects in astronomy and space science at JPL. The activities are inquiry-based and emphasize the scientific method and fundamental math and science skills. Each year the workshop focuses on a NASA theme: in 2012 it was the Dawn Mission to the asteroid 4 Vesta. Several activities are based on the Lawrence Livermore Lab’s Great Exploration in Math and Science (GEMS) guides. Teachers tour JPL’s facilities such as the Space Flight Operations Center, the Spacecraft Assembly Facility, and the Mars Yard. The integration of the lessons into the teachers’ own curricula is discussed, and a field trip to JPL’s Table Mountain Observatory is included. Teachers learn of the resources NASA makes available to them, and they have the opportunity to talk to “real” scientists about their work. Teachers receive a stipend for participation plus classroom materials. Work funded by NASA through an E&PO supplement to the Dawn Participating Scientist Program.

  13. Cummings Checklist of Characteristics of Gifted and Talented Children.

    ERIC Educational Resources Information Center

    Cummings, William B.

    The Cummings Checklist of Characteristics of Gifted and Talented Children (CC) was evaluated with 516 elementary age pupils. Teachers used the checklist to nominate students for the gifted program. Ss were classified as either Test (IQ) Identified Gifted (TIG), Non-Test Identified Gifted (NTIG), or not classified. Results indicated that (1) the CC…

  14. The Perspectives of Successful Teachers in the Identification of Culturally Diverse Students for the Gifted and Talented Education Program

    ERIC Educational Resources Information Center

    Perry-Levy, Shari T.

    2016-01-01

    Purpose. The purpose of this qualitative collective case study was to explore the perspectives of successful teachers in the identification of culturally diverse students for the Gifted and Talented Education program. It was designed to explore teacher perspectives on (a) identification practices, (b) professional development opportunities, (c)…

  15. Earth Exploration Toolbook Workshops: Helping Teachers and Students Analyze Web-based Scientific Data

    NASA Astrophysics Data System (ADS)

    McAuliffe, C.; Ledley, T.; Dahlman, L.; Haddad, N.

    2007-12-01

    One of the challenges faced by Earth science teachers, particularly in K-12 settings, is that of connecting scientific research to classroom experiences. Helping teachers and students analyze Web-based scientific data is one way to bring scientific research to the classroom. The Earth Exploration Toolbook (EET) was developed as an online resource to accomplish precisely that. The EET consists of chapters containing step-by-step instructions for accessing Web-based scientific data and for using a software analysis tool to explore issues or concepts in science, technology, and mathematics. For example, in one EET chapter, users download Earthquake data from the USGS and bring it into a geographic information system (GIS), analyzing factors affecting the distribution of earthquakes. The goal of the EET Workshops project is to provide professional development that enables teachers to incorporate Web-based scientific data and analysis tools in ways that meet their curricular needs. In the EET Workshops project, Earth science teachers participate in a pair of workshops that are conducted in a combined teleconference and Web-conference format. In the first workshop, the EET Data Analysis Workshop, participants are introduced to the National Science Digital Library (NSDL) and the Digital Library for Earth System Education (DLESE). They also walk through an Earth Exploration Toolbook (EET) chapter and discuss ways to use Earth science datasets and tools with their students. In a follow-up second workshop, the EET Implementation Workshop, teachers share how they used these materials in the classroom by describing the projects and activities that they carried out with students. The EET Workshops project offers unique and effective professional development. Participants work at their own Internet-connected computers, and dial into a toll-free group teleconference for step-by-step facilitation and interaction. They also receive support via Elluminate, a Web

  16. Gifted Education in the Netherlands

    ERIC Educational Resources Information Center

    De Boer, Greet C.; Minnaert, Alexander E. M. G.; Kamphof, Gert

    2013-01-01

    In the summer of 2011, the Dutch Minister of Education, Culture, and Science presented a letter to the Cabinet, containing the policy objectives for the education of talented, gifted, and highly gifted students. In action plans for primary, secondary, and higher education, in addition to the development of teacher skills, specific measures were…

  17. Creating a Digital Ecosystem for the Gifted Education Classroom

    ERIC Educational Resources Information Center

    Besnoy, Kevin D.; Dantzler, John A.; Siders, James A.

    2012-01-01

    To date, there is a paucity of empirical research documenting the essential environmental conditions that must exist before teachers of the gifted will integrate technology into their instruction. To establish baseline data documenting the frequency with which teachers of the gifted use technology for instructional purposes and to build theory…

  18. Teaching Teachers about Energy: Lessons from an Inquiry-Based Workshop for K-8 Teachers

    ERIC Educational Resources Information Center

    Tobin, R. G.; Crissman, Sally; Doubler, Sue; Gallagher, Hugh; Goldstein, Gary; Lacy, Sara; Rogers, C. B.; Schwartz, Judah; Wagoner, Paul

    2012-01-01

    We report results and impressions from a three-day inquiry-based workshop for K-8 teachers, aimed at improving their understanding of energy from a science and engineering perspective. Results suggest that the teachers made significant gains in understanding and appreciation of important energy concepts, but their comprehension of some key ideas…

  19. Culturally Diverse Students Who Are Gifted.

    ERIC Educational Resources Information Center

    Baldwin, Alexinia Y.

    2002-01-01

    This article explores the identification of culturally diverse gifted students and provides the following suggestions: train teachers to look for gifted behaviors in different areas, use portfolios in assessments, change perceptions of innate abilities of students, recognize potential that can be developed, and recognize giftedness other than…

  20. Investigation of Primary School Teachers' Attitudes towards Gifted Education=Ilkögretim Ögretmenlerinin Üstün Yeteneklilerin Egitimine Iliskin Tutumlarinin Incelenmesi

    ERIC Educational Resources Information Center

    Tortop, Hasan Said; Kunt, Kürsat

    2013-01-01

    Gifted education is very important issue for the development of societies. This importance has been increased with opening of the Center for Science and Art in Turkey. These institutions provide with formal educational institutions coordination for development of gifted students. In this respect, primary school teachers' attitude towards gifted…

  1. Faculty opinion survey following attendance to teacher training workshop in Kathmandu Medical College.

    PubMed

    Joshi, S; Pradhan, A; Dixit, H

    2004-01-01

    With the growing awareness of the importance of teaching and learning in Universities, the need to improve professional qualities in teachers has been identified. This paper describes the outcome of the impact of teacher training workshops on faculty- teaching performance. A total of 30 faculties who had undergone teacher training in the one-year period were included in the study. Survey questionnaire were distributed and all the forms were returned. All (100%) respondents found the teacher training to be very useful/useful for improvement of teaching skills. A total of 76.66% said that the skills learnt in the workshop were very applicable, 80% perceived changes in students classroom behaviour and found their lecture to be more participatory and interactive. As for their own change in behaviour, 66.66% respondents experienced better interaction with the students in classroom. The overall impression of the training was very positive. Future studies should include student feed back and classroom teaching observation for faculty teaching evaluation. We also need to utilise the feed back information obtained in this article, to further improve the strength of the future teacher training workshops. The future workshops should include sessions in problem-based learning and follow up refresher courses.

  2. Teacher Professional Development: Lessons Learned from Six Kepler Mission Workshops

    NASA Astrophysics Data System (ADS)

    DeVore, Edna; Harman, P.; Gould, A.; Koch, D.

    2010-01-01

    NASA's Kepler Mission conducted teacher professional development workshops on the search for exoplanets in the habitable zone of Sun-like stars. During late 2008 and into 2009, six workshops were conducted surrounding the launch of the Kepler Mission. These were a part of the Kepler Mission's outreach honoring the International Year of Astronomy. Each workshop was supported by a Kepler team scientist, two Education & Public Outreach staff and local hosts. Activities combined a science content lecture and discussion, making models, kinesthetic activities, and interpretation of transit data. The emphasis was on inquiry-based instruction and supported science education standards in grades 7-12. Participants’ kit included an orrery, optical sensor and software to demonstrate transit detection. The workshop plan, teaching strategies, and lessons learned from evaluation will be discussed. The Kepler Mission teacher professional development workshops were designed using the best practices and principals from the National Science Education Standards and similar documents. Sharing the outcome of our plans, strategies and evaluation results can be of use to other Education and Public Outreach practitioners who plan similar events. In sharing our experiences, we hope to assist others, and to learn from them as well. Future events are planned. Supported by NASA Grants to the SETI Institute: NAG2-6066 Kepler Education and Public Outreach and NNX08BA74G, IYA Kepler Mission Pre-launch Workshops.

  3. Contextualized Support for Urban Teachers Implementing Writer's Workshop

    ERIC Educational Resources Information Center

    Kaiser, Eileen

    2013-01-01

    Gladwell (2000) describes context as "the tipping point" for leveraging change. This paper explores how differentiated learning opportunities situated in the school context supported changes in practice for urban elementary teachers during the implementation of Writer's Work-shop (Calkins, 2003 & 2006). The teachers in this…

  4. Talent Will Out! What Are We Doing "to" the Gifted.

    ERIC Educational Resources Information Center

    Santeusanio, Nancy

    Little has been written to aid the classroom teacher in developing learning strategies for gifted children. These children need mentally superior teachers whose ingenuity and imagination enable them to suggest stimulating activities, provide children with a feeling of enterprise and optimism, and nurture children's development. The gifted child…

  5. Organizing Science Popularization and Teacher Training Workshops : A Nigerian Experience

    NASA Astrophysics Data System (ADS)

    Okpala, Kingsley; Okere, Bonaventure

    Funding for science popularization has become a huge challenge in recent times especially for developing countries like Nigeria. However, a change in the school system from the 6-3-3-4 system (6 years primary, 3 years Junior secondary, 3year senior secondary, and 4 years tertiary education) to the 9-3-4 system ( 9 years junior basic, 3 years secondary, and 4 tertiary education) has made it even more convenient to strategically target the students through their teachers to attain the desired quality of education since the introduction of space science into the curriculum at the primary and secondary levels. Considering the size of Nigeria, there Is need for a shift in paradigm for sourcing resources to tackle this deficiency in a sustainable manner. Recently a teacher training and science popularization workshop was organized as a first in a series of subsequent workshops geared towards having a sustainable means of popularizing Science in Nigeria. Principally, the key lies in the partnership with the colleges of education which produce the teachers for primary schools in addition to the usual governmental actions. Experiences from this workshop will be enumerated with the hope of inspiring the same success in similar societies.

  6. Report of Summer, 1980 Workshop. Roosevelt University/Chicago Board of Education Teacher Corps Project.

    ERIC Educational Resources Information Center

    Ginsberg, Rick; Melnick, Curtis C.

    An overview is presented of the planning, activities and evaluation of a Teacher Corps summer workshop held in Chicago in 1981. Participants in the fifteen-day workshop were faculty and administrators from the Hyde Park Career Academy and Dumas Elementary School, community council members, and Teacher Corps interns. The purposes of the workshop…

  7. "Model Your Genes the Mathematical Way"--A Mathematical Biology Workshop for Secondary School Teachers

    ERIC Educational Resources Information Center

    Martins, Ana Margarida; Vera-Licona, Paola; Laubenbacher, Reinhard

    2008-01-01

    This article describes a mathematical biology workshop given to secondary school teachers of the Danville area in Virginia, USA. The goal of the workshop was to enable teams of teachers with biology and mathematics expertise to incorporate lesson plans in mathematical modelling into the curriculum. The biological focus of the activities is the…

  8. Using Learning-Strategies Instruction with Students Who Are Gifted and Learning Disabled

    ERIC Educational Resources Information Center

    Bisland, Amy

    2004-01-01

    Regardless of prevalence, students who are gifted and learning disabled do exist in America's public schools, and they have unique needs that must be met through our education system (Bees, 1998). Special education teachers, regular education teachers, and teachers of the gifted should be aware of the unique characteristics of students who are…

  9. Academic Advocacy for Gifted Children: A Parent's Complete Guide

    ERIC Educational Resources Information Center

    Gilman, Barbara J.

    2008-01-01

    Formerly titled "Empowering Gifted Minds: Educational Advocacy That Works", the author believes this book is the definitive manual on gifted advocacy for gifted students. The author tells parents and teachers how to document a child's abilities to provide reasonable educational options year by year. This book provides imperative information on…

  10. "Concept to Classroom": Web-based Workshops for Teachers.

    ERIC Educational Resources Information Center

    Donlevy, James G.; Donlevy, Tia Rice

    2000-01-01

    Describes "Concept to Classroom", a series of free, online workshops developed by channel Thirteen/WNET New York and Disney Learning Partnerships to help teachers explore issues in education including multiple intelligences, constructivism, academic standards, cooperative and collaborative learning, assessment, curriculum redesign,…

  11. The ERESE Workshop: a Unique Opportunity for Collaboration Between Classroom Teacher and Research Scientist

    NASA Astrophysics Data System (ADS)

    Symons, C. M.; Helly, M.; Staudigel, H.; Koppers, A.; Reining, J.; Helly, J.; Miller, S.

    2005-12-01

    The ERESE Project (Enduring Resources for Earth Science Education) has hosted 10-15 teachers during a two-week workshop at Scripps Institution of Oceanography (SIO) each of the last two summers. The workshop is a concentrated introduction to the resources available on two National Science Digital Library collections maintained at SIO - http://www.EarthRef.org and http://www.SIOExplorer.ucsd.edu. The workshop is run by a team of scientists from SIO, the San Diego Supercomputer Center and a Lead Educator who is also a classroom teacher. This year three teachers from the first year were invited to return to serve as mentors. During the first week of the workshop teachers play the role of student while a lead scientist plays the role of teacher. The students (aka, teachers) analyze maps of seafloor magnetic anomalies to investigate plate tectonic problems. The magnetic data were collected onboard Scripps ships and are archived at SIOExplorer.ucsd.edu. Technical content lessons were designed to introduce the resource matrices on EarthRef.org, how to upload and download classroom lessons within the collection, SIOExplorer's CruiseViewer (portal to over 600 archived cruises) and Mozilla Browser and Composer for building lessons using our inquiry template. The inquiry lesson templates model scientific inquiry and help to streamline lesson design, enactment and sharing. They reference local, state and national standards in order to increase their appeal to a broad audience. The most valuable feature of hosting an on-campus workshop was that participants were afforded the opportunity to collaborate with scientists and research staff on a daily basis. More than 15 guest speakers addressed the teachers, some of whom led guided tours of their respective research facilities and collections. Guest speakers shared data, lecture notes and engaging "sea stories" all of which painted a picture of life as a research earth scientist. Combining their workshop experience in the role of

  12. Teacher Nomination of "Mathematically Gifted Children with Specific Learning Difficulties" at Three State Schools in Jordan

    ERIC Educational Resources Information Center

    Al-Hroub, Anies; Whitebread, David

    2008-01-01

    In this article, Anies Al-Hroub, assistant professor of educational psychology and special educational needs at the American University of Beirut in Lebanon, and David Whitebread, senior lecturer in psychology and education in the University of Cambridge Faculty of Education, discuss the identification, by teachers, of children who are gifted in…

  13. Polymers, Polymers, Everywhere! A Workshop for Pre-High School Teachers and Students.

    ERIC Educational Resources Information Center

    Sherman, Marie

    1987-01-01

    Described is a workshop for grades 5-8 school teachers and students related to synthetic polymers. Participants become familiar with polymer theory and practice experiments they can use in class. Sources of materials used in the workshop are listed. (RH)

  14. A Planning Guide for Gifted Preschoolers.

    ERIC Educational Resources Information Center

    Malley-Crist, Justine; And Others

    Contained in the curriculum planning guide developed by the Chapel Hill Gifted-Handicapped Project are a model, a training sequence, and 17 instructional units for use with preschool gifted children. The model is explained to be based on the hierarchy of cognitive tasks developed by B. Bloom. A worksheet for teachers suggests activities to help…

  15. Ayudando a Ninos Dotados a Volar: Una Guia Practica para Padres y Maestros (Helping Gifted Children Soar: A Practical Guide for Parents and Teachers).

    ERIC Educational Resources Information Center

    Strip, Carol A.

    Intended for parents of gifted children, this book, in Spanish, stresses the importance of positive relationships between parents and teachers as they work to meet children's academic, emotional, and social needs. Individual chapters address the following topics: (1) parenting the gifted child as a wild roller coaster ride; (2) determining whether…

  16. NASA's Kepler Mission: Lessons Learned from Teacher Professional Development Workshops

    NASA Astrophysics Data System (ADS)

    Devore, E.; Harman, P.; Koch, D.; Gould, A.

    2010-08-01

    NASA's Kepler Mission conducts teacher professional development workshops on the search for exoplanets in the habitable zone of Sun-like stars. Each is supported by a Kepler team scientist, two Education and Public Outreach staff and local hosts. Activities combine a science content lecture and discussion, making models, kinesthetic activities, and interpretation of transit data. The emphasis is on inquiry-based instruction and supports science education standards in grades 7-12. Participants' kit includes an orrery, optical sensor and software to demonstrate transit detection. The workshop plan, teaching strategies, and lessons learned from evaluation will be discussed. Future events are planned. The Kepler Mission teacher professional development workshops are designed using the best practices and principals from the National Science Education Standards and similar documents. Sharing the outcome of our plans, strategies and formative evaluation results can be of use to other Education and Public Outreach practitioners who plan similar events. In sharing our experiences, we hope to assist others, and to learn from them as well. Supported by NASA Grants to the E. DeVore, SETI Institute NAG2-6066 Kepler Education and Public Outreach and NNX08BA74G, IYA Kepler Mission Pre-launch Workshops.

  17. Geophysical information for teachers: Wave tanks, homemade clouds, glacial goo, and more!

    NASA Astrophysics Data System (ADS)

    Adamec, Bethany Holm

    2012-02-01

    AGU is deeply committed to fostering the next generation of Earth and space scientists. Union activities contribute to this effort in many ways, one of which is partnering with the National Earth Science Teacher's Association (NESTA) to hold the Annual Geophysical Information for Teachers (GIFT) workshop at AGU's annual Fall Meeting. GIFT allows K-12 science teachers to hear about the latest geoscience research from the scientists making the discoveries, explore new classroom resources for their students, and visit exhibits and technical sessions of the AGU meeting for free. In 2011 AGU worked with NESTA to develop an improved rigorous and open application process for scientists and education professionals who wished to work as a team and present their Earth and space science work to teachers, as well as lead the educators in a hands-on, classroom- ready activity. Twenty-four applications were received for five slots, so the selected presentations (on tsunamis, clouds, field campaigns, glaciers, and volcanoes), chosen through a peer- review process, truly represented the best ways of getting cutting-edge science into the classroom.

  18. Modeling Teacher Professional Development Through a Telescope Making Workshop

    NASA Astrophysics Data System (ADS)

    Meredith, J. T.; Schleigh, S. P.; Lee, T. D.

    2010-08-01

    The International Year of Astronomy (IYA2009) provides a springboard to develop innovative enduring educational programming directed toward astronomy education. We examine current professional development models focusing on astronomy and discuss the need for improvement. We propose a professional development design that follows the medical field philosophy using a low cost telescope making workshop as a vehicle to test and modify the model. The workshop promotes teacher content knowledge, pedagogical content knowledge and develops skills and confidence in an inquiry, integrative lesson. This model can be shared with professional development leaders, coordinators and teachers in any topic or level of education. Professional development designs such as the proposed promote excitement and interest in astronomy and makes it possible for underserved and economically depressed regions to have opportunities to promote the values of scientific investigation, STEM education, and public awareness of astronomy.

  19. Resource Centers for Gifted Education.

    ERIC Educational Resources Information Center

    Clark, Linda R.; And Others

    1995-01-01

    Shared Information Services is a state-operated network of four resource centers for gifted education in Indiana. The network provides support in the areas of program development, teacher education, classroom teaching resources, and program evaluation. A variety of library and technical assistance services is provided to teachers and others by…

  20. The Education of the Gifted Child in Canada.

    ERIC Educational Resources Information Center

    Nash, Chris, Ed.

    1989-01-01

    Fourteen articles on the education of the gifted child in Canada are presented. Topics addressed include the giftedness construct, Canadian law and policy, integrative program policy, program planning and evaluation, teacher training, disabled gifted students, psychosocial dimensions of giftedness, the Ontario experience, innovative and…

  1. Pre-service teacher professional development on climate change: Assessment of workshop success and influence of prior knowledge

    NASA Astrophysics Data System (ADS)

    Veron, D. E.; Ad-Marbach, G.; Fox-Lykens, R.; Ozbay, G.; Sezen-Barrie, A.; Wolfson, J.

    2017-12-01

    As states move to adopt the next generation science standards, in-service teachers are being provided with professional development that introduces climate change content and best practices for teaching climate change in the classroom. However, research has shown that it is challenging to bring this information into the higher education curriculum in education courses for pre-service teachers due to curricular and programming constraints. Over two years, the Maryland and Delaware Climate Change Assessment and Research (MADE-CLEAR) project explored a professional development approach for pre-service teachers which employed paired workshops that resulted in participant-developed lesson plans based on climate change content. The workshops were designed to provide pre-service teachers with climate change content related to the carbon cycle and to model a variety of techniques and activities for presenting this information in the classroom. Lesson plans were developed between the first and second workshop, presented at the second workshop and discussed with peers and in-service teachers, and then revised in response to feedback from the second workshop. Participant climate change content knowledge was assessed before the first workshop, and after the final revision of the lesson plan was submitted to the MADE-CLEAR team. Climate content knowledge was also assessed using the same survey for additional pre-service teacher groups who did not participate in the professional development. Results show that while the paired workshop approach increased climate content knowledge, the amount of improvement varied depending on the participants' prior knowledge in climate change content. In addition, some alternate conceptions of climate change were not altered by participant involvement in the professional development approach. Revised lesson plans showed understanding of underlying climate change impacts and demonstrated awareness of appropriate techniques for introducing this

  2. Designing Contemporary Teacher Education Curricula. Report of the Annual North Central Association Teacher Education Workshop (38th, Flagstaff, Arizona, 1985).

    ERIC Educational Resources Information Center

    Jones, Donald W., Ed.

    The theme of the 1985-1986 Teacher Education Workshop, sponsored by the North Central Association Teacher Education Project, was "Designing Contemporary Teacher Education Curricula." Group reports are presented on: (1) "Forces Affecting Parameters of Teacher Education"; (2) "A Window of Analysis for Examining One Major Curriculum Recommendation";…

  3. An Online Training Program for Gifted Children's Parents in Turkey

    ERIC Educational Resources Information Center

    Leana-Tascilar, Marilena Z.; Ozyaprak, Melodi; Yilmaz, Ozgur

    2016-01-01

    Problem Statement: Turkey began studies of gifted education relatively recently in comparison with other countries and these studies are focused more to the education of gifted children and their teachers instead of parents. Guiding and educating the parents of gifted students has recently been put into practice in our country while no matter how…

  4. Views, Achievements and Implementation of Preschool Teachers Regarding Movement Education Workshop

    ERIC Educational Resources Information Center

    Mirzeoglu, A. Dilsad; Altay, Figen; Agca, Sumeyra Sert

    2017-01-01

    The aim of this study was to determine the views, achievements and actions of preschool teachers regarding the workshop on movement education. In this study qualitative research design and action research approach were used. The participants comprised 10 voluntary female preschool teachers working in the Central district of Bolu province. In order…

  5. Quality Assurance in Teacher Education. Proceedings of the 1981 Summer Workshop of the Association of Teacher Educators (East Lansing, MI, August 2-5, 1981).

    ERIC Educational Resources Information Center

    Association of Teacher Educators, Reston, VA.

    Participants in the Association of Teacher Educators (ATE)/Institute for Research on Teaching (IRT) Summer Workshop on "Quality Assurance in Teacher Education: Research Into Practice," attended sessions on higher education and took part in workshops focusing on research on teaching. The ATE presented 32 sessions reviewing current developments in…

  6. A Gifted and Talented Curriculum Handbook for Science in the Intermediate Grades of Lee County's Department of Exceptional Children. Gifted and Talented Resource Program, Grades 4-6.

    ERIC Educational Resources Information Center

    Baggarley, Margaret; And Others

    Intended for regular classroom teachers in intermediate science classes serving the gifted and talented student, the curriculum handbook is designed to give a basic understanding of gifted education, to list appropriate goals and objectives for the gifted student, and to suggest materials and strategies for implementation within the regular…

  7. THE RELATIONSHIPS BETWEEN CERTAIN TEACHER CHARACTERISTICS AND ACHIEVEMENT AND CREATIVITY OF GIFTED ELEMENTARY SCHOOL STUDENTS. FINAL REPORT SUMMARY.

    ERIC Educational Resources Information Center

    MCNARY, SHIRLEY R.

    THE RELATIONSHIP BETWEEN TEACHER CHARACTERISTICS AND THE DEGREE OF CHANGE SHOWN BY GIFTED ELEMENTARY PUPILS IN CONVERGENT AND DIVERGENT THINKING AREAS WAS INVESTIGATED. CHARACTERISTICS WERE ASSESSED BY MEASURES OF INTELLIGENCE, PERSONALITY FACTORS, AND A PERSONAL INFORMATION QUESTIONNAIRE. SIX PRE- AND POST-TESTS OF CONVERGENT AND 4 TESTS OF…

  8. Exploring the Role Teacher Perceptions Play in the Underrepresentation of Culturally and Linguistically Diverse Students in Gifted Programming

    ERIC Educational Resources Information Center

    Allen, Jennifer K.

    2017-01-01

    This qualitative study explored the role teacher perceptions play in the underrepresentation of culturally and linguistically diverse (CLD) students in gifted programming. Purposeful sampling was used to select six interview participants with at least 5 years of teaching experience. Each participant took part in two semistructured interviews over…

  9. Preparing Teachers to Prepare Students for Post-Secondary Science: Observations from a Workshop about Evolution in the Classroom

    ERIC Educational Resources Information Center

    Schrein, Caitlin M.; Lynch, John M.; Brem, Sarah K.; Marchant, Gary E.; Schedler, Karen K.; Spencer, Mark A.; Kazilek, Charles J.

    2009-01-01

    This paper summarizes the content and results of a workshop about the teaching of evolution presented to public middle school and high school science teachers by individuals involved both in university education and the professional development of teachers. The goals of the workshop were to: (1) provide teachers with knowledge and resources to…

  10. The Teacher's Role. Implementing Title IX and Attaining Sex Equity: A Workshop Package for Elementary-Secondary Educators. Outline and Participants' Materials for Application Sessions for Teachers.

    ERIC Educational Resources Information Center

    McCune, Shirley; And Others

    This 2-day workshop package was developed to address the needs of elementary and secondary school teachers with regard to Title IX and sex equity. The role of elementary and secondary school teachers in reinforcing sex fairness and in eliminating sex bias in teacher education curricula and in the classroom is the focus of the workshop. The…

  11. The Fears and Anxieties of Gifted Learners: Tips for Parents and Educators

    ERIC Educational Resources Information Center

    Lamont, Renee T.

    2012-01-01

    Research indicates there may be a relationship between gifted learners and insomnia, fear, and anxiety. This article discusses current research on Dabrowski's overexcitabilities, asynchronous development, perfectionistic tendencies, and common fears of gifted learners. Suggestions for parents and teachers of gifted children are offered to help…

  12. Specialized Workshops on the Agricultural Science and Technology Curriculum for Secondary Agricultural Science Teachers. Final Report.

    ERIC Educational Resources Information Center

    Texas Tech Univ., Lubbock.

    This brief report describes six 2- to 3-day specialized workshops conducted at Texas Tech University and Stephen F. Austin University campuses for 121 secondary agriscience teachers. The workshops provided teachers with instruction and materials to assist them in teaching the new 100, 200, and 300 level semester courses. Topics were as follows:…

  13. GeoGebra Workshop for the Initial Teacher Training in Primary Education

    ERIC Educational Resources Information Center

    Lopez, Natalia Ruiz

    2011-01-01

    The GeoGebra Workshop for the degree "Teacher in Primary Education" has been designed to work the main geometric competencies that primary pre-service teachers need to develop. In this paper, some case studies are included in which we analyse the development of geometric skills and the use of GeoGebra dynamic tools in three types of activities:…

  14. Black males' self-perceptions of academic ability and gifted potential in advanced science classes

    NASA Astrophysics Data System (ADS)

    Rascoe, Barbara; Monroe Atwater, Mary

    2005-10-01

    The purpose of this research effort was to examine Black male students' self-perceptions of academic ability and gifted potential in science. The purposeful sample consisted of nine Black males between the ages of 14 and 18 years. Four categories of self-perceptions of academic ability and gifted potential emerged from the data. These included: (a) gifted high achievers; (b) gifted could do better high achievers; (c) gifted could do better situational nonachievers; and (d) gifted could do better underachievers. Science teachers' influences that referenced participants' academic achievement pointed to validation. Participants' perceptions regarding how science teachers' influenced their academic performance focused on science teachers' content knowledge. Power dynamics germane to Black male participants' value or worth that directed their efforts in science learning environments are discussed. Implications are posited for science teaching, science education programs, and future research. This research endeavor was based on two premises. The first premise is that Black males' self-perceptions of academic ability affect their science academic achievement. The second premise is that, given parental, peer, and community influences, science teachers have considerable influence on students' self-perceptions of academic ability. However, the focus of this research was not on parental influences, peer influences, or any potential influences that participants' communities may have on their academic achievement.

  15. U.S. History for the Gifted and Talented.

    ERIC Educational Resources Information Center

    Zola, John; And Others

    The major objective of this teaching guide is to help high school classroom teachers of United States history develop and implement curriculum for gifted and talented students. Specifically, it presents objectives for gifted students in the area of social studies, offers a structure upon which discussion questions and learning activities can be…

  16. Educator workshop

    NASA Image and Video Library

    2011-01-22

    Middle school teachers from across Louisiana participate in a hands-on activity during a professional development workshop at Louisiana State University in Baton Rouge on Jan. 22, 2011. Fifty-five teachers participated in the workshop, which was hosted by the Stennis Education Office. During the workshop, Stennis specialists presented hands-on, problem-based learning and technology-based activities teachers can use in their classrooms to promote interest in areas of science, technology, engineering and mathematics.

  17. Collaboration in teacher workshops and citizen science

    NASA Astrophysics Data System (ADS)

    Gibbs, M. G.; Buxner, S.; Gay, P.; Crown, D. A.; Bracey, G.; Gugliucci, N.; Costello, K.; Reilly, E.

    2013-12-01

    The Moon and Earth system is an important topic for elementary and middle school science classrooms. Elementary and middle school teachers are challenged to keep current in science. The Planetary Science Institute created a program titled Workshops in Science Education and Resources (WISER): Planetary Perspectives to assist in-service K-12 teachers with their knowledge in earth and space science, using up-to-date science and inquiry activities to assist them in engaging their students. To augment the science and add a new aspect for teacher professional development, PSI is working in a new partnership collaborating with the Cosmoquest project in engaging teachers in authentic inquiry of the Moon. Teachers now learn about the Moon from PSI scientists and education staff and then engage in inquiry of the Moon using CosmoQuest's online citizen science project MoonMappers and its accompanying classroom curriculum TerraLuna. Through MoonMappers, teachers and students explore the lunar surface by viewing high-resolution pictures from the Lunar Reconnaissance Orbiter and marking craters and other interesting features. In addition, TerraLuna provides a unit of inquiry-based activities that bring MoonMappers and its science content into the classroom. This program addresses standards teachers need to teach and helps them not only teach about the Moon but also engage their students in authentic inquiry of the lunar surface.

  18. Novice Music Teachers Learning to Improvise in an Improvisation Professional Development Workshop

    ERIC Educational Resources Information Center

    Filsinger, Mark H.

    2013-01-01

    With the intent of improving music improvisation pedagogy, the purpose of this research was to examine experiences of six novice music teachers and a professional development facilitator in an eight-week Improvisation Professional Development Workshop (IPDW). The research questions were: 1. How do teachers learn to improvise within the context of…

  19. Foreign Language Projects for the Gifted Student.

    ERIC Educational Resources Information Center

    McKay, Carol L.; McKay, Martin D.

    A language program often provides for the needs of gifted students by extra assignments or independent study. What is needed is a way to provide them with valid projects that do not add significantly to the teacher's work load. One way to do this is to plan lessons on an individual basis for the gifted student and to expand them for use with an…

  20. Evaluating a Practicum for Gifted Education Graduate Students

    ERIC Educational Resources Information Center

    Wood, Betty K.; Kittler-Hunter, Karen; Robinson, Ann E.; Wood, Sarah C.

    2005-01-01

    Each year for the past 25 years, the Center for Gifted Education at the University of Arkansas at Little Rock conducts a three-week summer enrichment program for gifted and talented students entitled Summer Laureate/University for Youth. The program was developed to provide a practicum experience for teachers seeking either licensure or a master's…

  1. An Evaluation of a Media Literacy Program Training Workshop for Late Elementary School Teachers

    ERIC Educational Resources Information Center

    Scull, Tracy Marie; Kupersmidt, Janis Beth

    2011-01-01

    The present study examined the efficacy of a media literacy education, substance abuse prevention training workshop for late elementary school teachers. Analyses revealed that the randomly assigned intervention (n = 18) and control (n = 23) teachers were similar in demographic characteristics and pre-training beliefs and knowledge. Teachers who…

  2. Space Science Field Workshops for K-12 Teacher-Scientist Teams

    NASA Technical Reports Server (NTRS)

    Thompson, P. B.; Kiefer, W. S.; Treiman, A. H.; Irving, A. J.; Johnson, K. M.

    2002-01-01

    In collaboration with NASA Space Grant Consortia and other partners, we developed workshops for K-12 teachers that involve intensive, direct interaction with scientists. Field trips allow informal and spontaneous interaction, encouraging active participation. Additional information is contained in the original extended abstract.

  3. Examining the effects of a DNA fingerprinting workshop on science teachers' professional development and student learning

    NASA Astrophysics Data System (ADS)

    Sonmez, Duygu

    The 21st century has become the age of biology with the completion of the human genome project and other milestone discoveries. Recent progress has redefined what it means to be scientifically literate, which is the ultimate goal in science education. "What students should know?" "What needs to be taught?" These questions lead to reformulation of the science curriculum due to the changing nature of scientific knowledge. Molecular biology is increasingly emphasized in the science curriculum along with applications of the latest developments within our daily lives, such as medicine or legal matters. However, many schools and classrooms exclude the latest advances in molecular genetics from science curriculum and even teach biology as a non-laboratory science. Many science educators wonder what can be done to help every child gain meaningful experiences with molecular genetics. Limited content knowledge among teachers due to the changing nature of scientific knowledge, and the rapid discoveries in technology are known to be a part of the problem for teachers, especially for teachers who have been in the workforce for many years. A major aim of professional development is to help teachers cope with the advances in scientific knowledge and provide paths for teachers to continually improve their knowledge and skills. The expectation is that increased knowledge and skills among teachers will be reflected in student achievement. Professional development is typically offered in a variety of formats, from short-term, one-shot workshop approaches to long term courses. The effectiveness of short-term exposures, though, is in many cases is questionable. One of the issues appears to be the gap between the incidence of teachers' attendance at professional development programs and the incidence of implementation in participants' classrooms. This study focuses on this issue by exploring the relationship between teachers' professional development attendance and their implementation

  4. Engaging Diverse Gifted Learners in U.S. History Classrooms

    ERIC Educational Resources Information Center

    Jones, Jaimon K.; Hebert, Thomas P.

    2012-01-01

    The strengths and talents of diverse gifted learners must be supported in culturally responsive middle and high school classrooms. Secondary social studies teachers can use teaching strategies to provide an enriched experience in U.S. history classrooms that will engage and intellectually challenge diverse gifted learners. The model proposed by…

  5. Discover science: Hands-on science workshops for elementary teachers and summer science camps for elementary students

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Gotlib, L.; Bibby, E.; Cullen, B.

    1994-12-31

    Teams of local mentor teachers (assisted by college students in the NC Teaching Fellows Program) run week-long workshops for elementary teachers (at four sites in 1993, six in 1994). Major funding for the camps is provided through The Glaxo Foundation, supplemented with local funds. The workshops focus on hands-on science (using inexpensive materials) and provide familiarity and experience with the new NC science curriculum and assessment program. The use of local resources is stressed (including visiting scientists and readily available store-bought materials). Each camp has its own theme and provides teachers with a variety of resources to be used withmore » students of all abilities. The mentor teachers then run week-long, all expense paid, non-residential science camps for elementary students (open to all students, but with females and minorities as target groups). Students take part in long-and short-term projects, working individually and in groups. Pre and post participation surveys of all participants were conducted and analyzed, with favorable results for both the student and teacher weeks. Additional activities include parent nights, and follow-up workshops. Eighty-nine teachers and 208 students participated in 1993.« less

  6. Research and Demonstration Projects: Programs for Gifted, January 1990-1991.

    ERIC Educational Resources Information Center

    Ohio State Dept. of Education, Columbus. Div. of Special Education.

    Thirteen research and demonstration projects developed by Ohio school districts for the education of gifted students are described. The programs involve inservice teacher education; interdepartmental teamwork; collaboration with community and university resources; a continuum of services for gifted children in regular classrooms; learning options…

  7. Gifts, Talents and Meritocracy

    ERIC Educational Resources Information Center

    Radnor, Hilary; Koshy, Valsa; Taylor, Alexis

    2007-01-01

    This paper investigates aspects of policy implementation that relate to "Excellence in Cities", a UK government initiative. Local Education Authority (LEA) personnel and school teachers, responsible for implementing the Gifted and Talented (G&T) strand of that initiative, were interviewed. These co-ordinators were involved in the…

  8. Teachers' learning on the workshop of STS approach as a way of enhancing inventive thinking skills

    NASA Astrophysics Data System (ADS)

    Ngaewkoodrua, Nophakun; Yuenyong, Chokchai

    2018-01-01

    To improve science teachers to develop the STS lesson plans for enhancing the students' inventive thinking skills, the workshop of improving science teachers to develop the STS lesson plans for enhancing the Inventive thinking skills were organized. The paper aimed to clarify what teachers learn from the workshop. The goal of the activity of the workshop aimed to: 1) improve participants a better understanding of the relationship between the Inquiry based learning with STS approach, 2) understand the meaning and importance of the STS approach and identify the various stages of Yuenyong (2006) STS learning process, 3) discuss what they learned from the examples of Yuenyong (2006) lesson plan, 4) develop some activities for each stage of Yuenyong (2006) STS approach, and 5) ideas of providing STS approach activities for enhancing inventive thinking skills. Participants included 3 science teachers who work in Khon Kaen, Thailand. Methodology regarded interpretive paradigm. Teachers' learning about pedagogy of enhancing the students' inventive thinking skills will be interpreted through participant observation, teachers' tasks, and interview. The finding revealed that all participants could demonstrate their ideas how to generate the STS lesson plans as a way of enhancing inventive thinking skills. Teachers could mention some element of inventive thinking skills which could be generated on their STS learning activities.

  9. From Knowledge to Practice: A Gifted Educator's Journey

    ERIC Educational Resources Information Center

    Reinhard, Jessica J.

    2016-01-01

    This qualitative case study of a third-year teacher of intermediate students in a self-contained gifted education classroom uncovers the relationship between knowledge of pedagogical practices from national gifted education standards and their transfer to classroom practice. Ethnographic methods of interviews, field observations, lesson documents,…

  10. Carl: A Case Study of a Gifted Student with Challenging Social Behaviors

    ERIC Educational Resources Information Center

    Zapotocky, Robin

    2014-01-01

    Robin Zapotocky is a first-year teacher in a fifth-grade classroom at Cannaday Elementary in Mesquite ISD, Mesquite TX. She graduated from Baylor University in the gifted and elementary dual certificate program, and first met Carl when she was student teaching in a gifted and talented pullout program for third- and fourth-grade gifted students.…

  11. Secondary School Teachers' Perceptions of Interactive Whiteboard Training Workshops: A Case Study from Taiwan

    ERIC Educational Resources Information Center

    Lai, Horng-Ji

    2010-01-01

    The purpose of this study was to explore secondary school teachers' perceptions of interactive whiteboard (IWB) training workshops in Taiwan. This study also sought to identify potential problems associated with the design of IWB training workshops in order to improve their effectiveness. This research employed observations and interviews to…

  12. Gifted Students and Logo: Teacher's Role.

    ERIC Educational Resources Information Center

    Flickinger, Gayle Glidden

    1987-01-01

    The Logo computer program is well-suited to gifted students' learning style characteristics (independence, fluency, persistence); learning style preferences (learning alone, use of tactile and kinesthetic senses, and sound in the learning environment); and teaching method preferences (independent projects, discussion, flexibility, and traditional…

  13. Exemplary Programs Supporting Teacher Professional Development in the U.S.A.

    NASA Astrophysics Data System (ADS)

    Passow, Michael J.

    2015-04-01

    that utilize the AMNH collections in New York City. Each year at the American Geophysical Union Meeting, teachers find out about "Hot Topics in Science" through the GIFT Workshops (http://education.agu.org/education-activities-at-agu-meetings/gift/). Field experiences aboard the scientific ocean drilling vessel, "JOIDES Resolution," have enhanced the knowledge and skills of teachers from the USA and Europe (http://joidesresolution.org/node/3002). Many teachers also connect with each other through the ESPRIT list-serv and others (http://external.oneonta.edu/mentor/listserv.html). These are just a sample of the many programs offered to provide life-long professional development for Earth Science educators and promote 'Science in Tomorrow's Classroom.'

  14. The Effect of the Child's Disability on United Arab Emirates In-Service Teachers' Educational Decisions regarding Gifted and Talented Children

    ERIC Educational Resources Information Center

    Elhoweris, Hala

    2008-01-01

    This study investigated the effect of the disability labels: learning disabilities (LD), physical disabilities (PHD) and emotional and behavioural disorder (EBD), on United Arab Emirates public school general education and special education teachers' willingness to refer and place students in gifted and talented programmes. A total of 269…

  15. Child Development: Workshop I.

    ERIC Educational Resources Information Center

    Ismail, Maznah; And Others

    Workshops on child development explored the cognitive development of children, mass media and its effects on children, parenting, the emotional and personality development of children, and educating the exceptional child, including the gifted. The discussion of cognitive development focused on the need to collect information about cognitive…

  16. The Effects of Implementing an Online Professional Learning Community for Teachers of Gifted and Talented Courses: An Action Research Study

    ERIC Educational Resources Information Center

    Mintz, Chelsey A.

    2017-01-01

    The purpose of this action research study was to examine the effects of implementing an online professional learning community (PLC) designed explicitly for teachers of gifted and talented (GT) English language arts (ELA) courses. The present action research (AR) is a limited mixed design study, including quantitative and qualitative elements, to…

  17. Perceptions of a New Medium: Gifted Children Think About Computers

    DTIC Science & Technology

    1999-04-12

    The purpose of this study was to begin to investigate the cognitive and affective attitudes that gifted students have about computers. As a teacher...of gifted students in the field of computer programming, I wanted to learn what these students thought about the machine as a part of their lives. I

  18. Staff Development Workshops for High School Science Teachers of Limited English Proficient Students 1988-89.

    ERIC Educational Resources Information Center

    Berney, Tomi D.; Cantalupo, Denise

    The staff development workshops for high school science teachers of Limited English Proficient (LEP) Students program are described. The project provided services which involved: creating a resource library, collecting videotaped records of the staff development workshops for future training sessions, disseminating information and materials, and…

  19. Identifying emotional and behavioral risk among gifted and nongifted children: A multi-gate, multi-informant approach.

    PubMed

    Eklund, Katie; Tanner, Nick; Stoll, Katie; Anway, Leslie

    2015-06-01

    The purpose of the current investigation was to compare 1,206 gifted and nongifted elementary students on the identification of emotional and behavioral risk (EBR) as rated by teachers and parents using a multigate, multi-informant approach to assessment. The Parent and Teacher Behavioral Assessment System for Children, Second Edition (BASC-2) and the Behavioral and Emotional Screening System were used to assess behavioral functioning as rated by teachers and parents. There were significant differences between the number of gifted and nongifted children demonstrating emotional and behavioral risk, with parents and teachers identifying a higher number of boys and nongifted children as at risk. Among children demonstrating EBR, gifted children demonstrated elevated internalizing behaviors as rated by parents. Gifted students demonstrated higher academic performance regardless of risk level, suggesting higher cognitive abilities may be one of several protective factors that serve to attenuate the development of other social, emotional, or behavioral concerns. Implications for practice and future research needs are discussed. (c) 2015 APA, all rights reserved).

  20. A Chaperone: Using Twitter for Professional Guidance, Social Support and Personal Empowerment of Novice Teachers in Online Workshops

    ERIC Educational Resources Information Center

    Pieterse, Efrat; Peled, Yehuda

    2014-01-01

    This research examines the feasibility and benefits of using Twitter as a support tool to enhance social interaction among teachers in their first year of service, as they participate in an online induction workshop, and as a tool to aid the workshop's moderator in monitoring the group and enhancing and supporting the early-service teachers'…

  1. Differentiation in Key Learning Areas for Gifted Students in Regular Classes: A Project for Primary School Teachers in Hong Kong

    ERIC Educational Resources Information Center

    Yuen, Mantak; Chan, Serene; Chan, Cheri; Fung, Dennis C. L.; Cheung, Wai Ming; Kwan, Tammy; Leung, Frederick K. S.

    2018-01-01

    Gifted students usually require much less time spent in practising and revising basic skills; instead, they benefit greatly from opportunities to work through the curriculum at a faster pace (acceleration). Teachers currently working with mixed-ability classes do not always find it easy to differentiate their teaching approach in this way, so…

  2. Earth Exploration Toolbook Workshops: Web-Conferencing and Teleconferencing Professional Development Bringing Earth Science Data Analysis and Visualization Tools to K-12 Teachers and Students

    NASA Astrophysics Data System (ADS)

    McAuliffe, C.; Ledley, T.

    2008-12-01

    The Earth Exploration Toolbook (EET) Workshops Project provides a mechanism for teachers and students to have successful data-using educational experiences. In this professional development project, teachers learn to use National Science Digital Library (NSDL), the Digital Library for Earth System Education (DLESE), and an Earth Exploration Toolbook (EET) chapter. In an EET Data Analysis Workshop, participants walk through an Earth Exploration Toolbook (EET) chapter, learning basic data analysis techniques and discussing ways to use Earth science datasets and analysis tools with their students. We have offered twenty-eight Data Analysis Workshops since the project began. The total number of participants in the twenty-eight workshops to date is three hundred eleven, which reflects one hundred eighty different teachers participating in one or more workshops. Our workshops reach middle and high school teachers across the United States at schools with lower socioeconomic levels and at schools with large numbers of minority students. Our participants come from thirty-eight different states including Alaska, Maine, Florida, Montana, and many others. Eighty-six percent of our participants are classroom teachers. The remaining fourteen percent are staff development specialists, university faculty, or outreach educators working with teachers. Of the classroom teachers, one third are middle school teachers (grades 6 to 8) and two thirds are high school teachers (grades 9 to 12.) Thirty-four percent of our participants come from schools where minority populations are the majority make up of the school. Twenty-five percent of our participants are at schools where the majority of the students receive free or reduced cost lunches. Our professional development workshops are helping to raise teachers' awareness of both the Digital Library for Earth System Education (DLESE) and the National Science Digital Library (NSDL). Prior to taking one of our workshops, forty-two percent of

  3. Universal screening increases the representation of low-income and minority students in gifted education.

    PubMed

    Card, David; Giuliano, Laura

    2016-11-29

    Low-income and minority students are substantially underrepresented in gifted education programs. The disparities persist despite efforts by many states and school districts to broaden participation through changes in their eligibility criteria. One explanation for the persistent gap is that standard processes for identifying gifted students, which are based largely on the referrals of parents and teachers, tend to miss qualified students from underrepresented groups. We study this hypothesis using the experiences of a large urban school district following the introduction of a universal screening program for second graders. Without any changes in the standards for gifted eligibility, the screening program led to large increases in the fractions of economically disadvantaged and minority students placed in gifted programs. Comparisons of the newly identified gifted students with those who would have been placed in the absence of screening show that Blacks and Hispanics, free/reduced price lunch participants, English language learners, and girls were all systematically "underreferred" in the traditional parent/teacher referral system. Our findings suggest that parents and teachers often fail to recognize the potential of poor and minority students and those with limited English proficiency.

  4. Universal screening increases the representation of low-income and minority students in gifted education

    PubMed Central

    Card, David; Giuliano, Laura

    2016-01-01

    Low-income and minority students are substantially underrepresented in gifted education programs. The disparities persist despite efforts by many states and school districts to broaden participation through changes in their eligibility criteria. One explanation for the persistent gap is that standard processes for identifying gifted students, which are based largely on the referrals of parents and teachers, tend to miss qualified students from underrepresented groups. We study this hypothesis using the experiences of a large urban school district following the introduction of a universal screening program for second graders. Without any changes in the standards for gifted eligibility, the screening program led to large increases in the fractions of economically disadvantaged and minority students placed in gifted programs. Comparisons of the newly identified gifted students with those who would have been placed in the absence of screening show that Blacks and Hispanics, free/reduced price lunch participants, English language learners, and girls were all systematically “underreferred” in the traditional parent/teacher referral system. Our findings suggest that parents and teachers often fail to recognize the potential of poor and minority students and those with limited English proficiency. PMID:27856741

  5. Motivation in Gifted Students

    ERIC Educational Resources Information Center

    Phillips, Niki; Lindsay, Geoff

    2006-01-01

    This study investigated the factors which had influenced the role of motivation in the high levels of achievement of a sample of fifteen gifted students, aged 14/15 years, in five secondary schools in England. The students were interviewed individually, and their parents and teachers were also interviewed for validation of the students' comments.…

  6. Connecting Changes in Secondary Mathematics Teachers' Knowledge to Their Experiences in a Professional Development Workshop

    ERIC Educational Resources Information Center

    Boston, Melissa D.

    2013-01-01

    This investigation describes secondary mathematics teachers' learning and instructional change following their participation in a professional development workshop, the Enhancing Secondary Mathematics Teacher Preparation Project (ESP) (2004-2005), specifically focused on the selection and implementation of cognitively challenging mathematical…

  7. Changes in One Teacher's Proportional Reasoning Instruction after Participating in a CGI Professional Development Workshop

    ERIC Educational Resources Information Center

    de la Cruz, Jessica A.

    2016-01-01

    This study examined how one teacher used research-based knowledge of how adolescents think about proportions. Observations, interviews, document collection, and a workshop intervention were utilized. The design of the workshop was inspired by the cognitively guided instruction studies and its purpose was to explore the research findings on…

  8. The Evaluation of a Pullout Program for Gifted Children in Israel.

    ERIC Educational Resources Information Center

    Rosemarin, Shoshana

    2001-01-01

    Students, peers, teachers, principals, and parents (total N=180) responded to a questionnaire concerning a pullout program for gifted students in Israel. The questionnaire focused on the identification of the gifted, the level of parent involvement, teaching styles in the program, problems related to separation from home schools, relationships…

  9. Critical Thinking in Gifted Children's Offline and Online Peer Feedback

    ERIC Educational Resources Information Center

    Miller, Myriah T.; Olthouse, Jill

    2013-01-01

    This comparative study identified the differences between gifted children's offline and online peer feedback within a summer talented writer's workshop. Researchers analyzed ten students' writings for degrees of critical thinking evident in their feedback. Online feedback included students' writings in social writing sites Storybird.com and…

  10. Policy Implications at the State and District Level with RtI for Gifted students

    ERIC Educational Resources Information Center

    Brown, Elissa F.; Abernethy, Sherry H.

    2009-01-01

    As a field, gifted education does not endorse any one approach to serving students because of the range of student abilities and resulting concomitant diverse needs. Therefore, service delivery in gifted education is still heavily teacher dependent. Yet, many of the components of Response to Intervention (RtI) are employed in gifted education,…

  11. A Model for Local Experiential Learning: Teacher Workshop on Mangroves, Oceans & Climate in Kosrae

    NASA Astrophysics Data System (ADS)

    Maloney, A. E.; Sachs, J. P.; Barros, C.; Low, M.

    2016-02-01

    A curriculum for an intensive one-day workshop about mangroves, oceans, and climate has been developed for school teachers in the Federated States of Micronesia. The goals of the workshop are for teachers/attendees to be able to (i) explain what salinity is and describe how it varies from the ocean to the river, (ii) explain what a mangrove is and describe adaptations mangroves have developed that allow them to live in saline or brackish water and adjust to changing sea level, and (iii) develop a grade-appropriate poster on mangroves or salinity and one interactive activity that uses the poster to engage students in learning. These objectives are accomplished by field trips to the ocean and mangrove swamp, where each participant learns how to measure salinity and identify mangrove species. The hands-on field component is followed by a poster development session where participants design, present, and share feedback on their posters that they will bring back to their classrooms. This experience allows schoolteachers to intimately explore their coastal ecosystems and gain new perspectives about their environment that they can take back to their students. The workshop was designed through a collaborative effort between Pacific Resources for Education and Learning (PREL) NSF Pacific Climate Education Partnership, University of Washington professors, graduate students and undergraduate students, Kosrae Department of Education, Kosrae Island Resource Management Authority (KIRMA), Kosrae Island Conservation and Safety Organization (KCSO), and local Kosraean schoolteachers and administrators. The workshop was offered to elementary school teachers from 4 of 5 school districts in 2013, 2014, and 2015, led by University of Washington scientists and PREL. Local education officials and PREL staff will lead future workshops.

  12. Common Core State Standards for Students with Gifts and Talents

    ERIC Educational Resources Information Center

    VanTassel-Baska, Joyce

    2015-01-01

    As many states have adopted the Common Core State Standards (CCSS), teachers can look to these standards as a framework for supporting students with gifts and talents. Differentiation of curriculum and instruction to address the CCSS will be necessary to meet the unique learning needs of learners with high ability and those with gifts and talents.…

  13. Nurturing Gifted Girls' Self-Concept and Academics at Home

    ERIC Educational Resources Information Center

    Broome, Lauren

    2017-01-01

    Academically gifted girls often see unrealized and unfulfilled potential as a result of societal pressures to make the choice between being smart and fitting in. Gifted girls face many social issues in their lives that impact their education and interests from a young age. Gender stereotypes may be perpetuated by teachers, who have been shown to…

  14. Integrating Mobile Phones into Teaching and Learning: A Case Study of Teacher Training through Professional Development Workshops

    ERIC Educational Resources Information Center

    Ekanayake, Sakunthala Y.; Wishart, Jocelyn

    2015-01-01

    This paper presents the development and implementation of a professional development workshop series on integrating mobile phones into science teaching for a group of teachers in Sri Lanka. The series comprised a 3-day Planning Workshop followed by implementation of the planned lessons in real classrooms and a subsequent 1-day Reviewing Workshop.…

  15. Model for Developing an In-Service Teacher Workshop To Help Multilingual and Multicultural Students.

    ERIC Educational Resources Information Center

    Kachaturoff, Grace; Romatowski, Jane A.

    This is a model for designing an inservice teacher workshop to assist teachers working with multicultural students. The basic assumption underlying the model is universities and schools need to work cooperatively to provide experiences for improving the quality of teaching by increasing awareness of educational issues and situations and by…

  16. The role of exhibits in teacher workshops at science museums

    NASA Astrophysics Data System (ADS)

    Stein, Fred D.

    Between 1986 and 1998, the Exploratorium Institute for Inquiry offered multi-week science institutes for elementary educators involving museum exhibit use during a three-day independent investigation on light and color. Many museums tend to underutilize exhibit use in their teacher education programs. This study addresses the question, "What are the contributions of exhibit use to teachers' learning of science content during a workshop at a science museum?" Data from workshops over three successive years was collected in the form of 13 case studies of participants' investigations. Pre- and post-testing of six participants showed a large (ES = 3.0 SD) and significant gain in their understanding of light and color concepts. The case studies were analyzed by coding each incident of exhibit use according to how the exhibit interaction might have helped the participant in his or her learning. Clusters of recurring themes emerged inductively from the coding process suggesting that the exhibits conferred both logistical and conceptual benefits. Logistically, the exhibits acted as "labor-saving" devices, saving participants time because they were always set up and ready to use, and saving the workshop facilitators time because facilitators could recommend that a participant visit an exhibit rather than spend time giving them individual attention or helping them construct their own investigation apparatus. Conceptually, the exhibits supported each aspect of the Piagetian conceptual change process---accommodation, assimilation, and disequilibrium. They supported accommodation of idea structures and the development of new ones by encouraging participants to ask and answer "What would happen if...?" questions which often generated ideas to explain the new experiences. They supported assimilation of experiences into recently developed idea structures or schemes (supporting and consolidating them) by providing opportunities for participants to ask and answer "Will it happen if

  17. The Role of Teacher and Family Opinions in Identifying Gifted Kindergarten Children and the Consistence of These Views with Children's Actual Performance

    ERIC Educational Resources Information Center

    Daglioglu, H. Elif; Suveren, Senem

    2013-01-01

    This study was conducted in order to identify gifted children attending kindergartens of elementary schools, determine how successful families and teachers were in selecting these children, and see how consistent their opinions were with children's actual performance. Participants were children attending kindergartens of elementary schools, their…

  18. Measuring Engagement and Learning Outcomes During a Teacher Professional Development Workshop about Creative Climate Communication

    NASA Astrophysics Data System (ADS)

    Morrison, A.; Gold, A. U.; Soltis, N.; McNeal, K.; Kay, J. E.

    2017-12-01

    Climate science and global climate change are complex topics that require system-level thinking and the application of general science concepts. Identifying effective instructional approaches for improving climate literacy is an emerging research area with important broader impacts. Active learning techniques can ensure engagement throughout the learning process and increase retention of climate science content. Conceptual changes that can be measured as lasting learning gains occur when both the cognitive and affective domain are engaged. Galvanic skin sensors are a relatively new technique to directly measure engagement and cognitive load in science education. We studied the engagement and learning gains of 16 teachers throughout a one-day teacher professional development workshop focused on creative strategies to communicate about climate change. The workshop consisted of presentations about climate science, climate communication, storytelling and filmmaking, which were delivered using different pedagogical approaches. Presentations alternated with group exercises, clicker questions, videos and discussions. Using a pre-post test design we measured learning gains and attitude changes towards climate change among participating teachers. Each teacher wore a hand sensor to measure galvanic skin conductance as a proxy for emotional engagement. We surveyed teachers to obtain self-reflection data on engagement and on their skin conductance data during and after the workshop. Qualitative data provide critical information to aid the interpretation of skin conductance readings. Based on skin conductance data, teachers were most engaged during group work, discussions and videos as compared to lecture-style presentations. We discuss the benefits and limitations of using galvanic skin sensors to inform the design of teacher professional development opportunities. Results indicate that watching videos or doing interactive activities may be the most effective strategies for

  19. Chess from Square a1: Incorporating Chess into the Gifted Class

    ERIC Educational Resources Information Center

    Adams, Thomasina C. P.

    2012-01-01

    Teachers of gifted students often are challenged to find ways to stimulate critical thinking and problem-solving skills. School chess clubs are one way of meeting that challenge. This article poses how games such as chess affect learning and gifted students. Two detailed strategies for teaching chess to students beginning in kindergarten are…

  20. Identification of Gifted Children among the American Indian Population: An Inservice Model.

    ERIC Educational Resources Information Center

    Florey, Janice E.; And Others

    An inservice training program designed to help teachers identify culturally different gifted students is described in this report, which provides specific information about identifying gifted Native Americans. Introductory material summarizes some research on the learning and behavioral characteristics of Native Americans as they differ from the…

  1. Teaching Science to the Gifted.

    ERIC Educational Resources Information Center

    Scher, Joyce L.

    Science teaching practices at the Long Island School for the Gifted emphasize hands-on experiments where children do the work and the teacher assists learning. This approach bypasses the reading/writing barrier that prevents some children from learning science. Many science experiments are described, including a first-grade lesson on using…

  2. Computer Visualizations for K-8 Science Teachers: One Component of Professional Development Workshops at the Planetary Science Institute

    NASA Astrophysics Data System (ADS)

    Kortenkamp, S.; Baldridge, A. M.; Bleamaster, L. F.; Buxner, S.; Canizo, T.; Crown, D. A.; Lebofsky, L. A.

    2012-12-01

    The Planetary Science Institute (PSI), in partnership with the Tucson Regional Science Center, offers a series of professional development workshops targeting K-8 science teachers in southern Arizona. Using NASA data sets, research results, and a team of PSI scientists and educators, our workshops provide teachers with in-depth content knowledge of fundamental concepts in astronomy, geology, and planetary science. Current workshops are: The Earth-Moon System, Exploring the Terrestrial Planets, Impact Cratering, The Asteroid-Meteorite Connection, Volcanoes of the Solar System, Deserts of the Solar System, and Astrobiology and the Search for Extrasolar Planets. Several workshops incorporate customized computer visualizations developed at PSI. These visualizations are designed to help teachers overcome the common misconceptions students have in fundamental areas of space science. For example, the simple geometric relationship between the sun, the moon, and Earth is a concept that is rife with misconceptions. How can the arrangement of these objects account for the constantly changing phases of the moon as well as the occasional eclipses of the sun and moon? Students at all levels often struggle to understand the explanation for phases and eclipses even after repeated instruction over many years. Traditional classroom techniques have proven to be insufficient at rooting out entrenched misconceptions. One problem stems from the difficulty of developing an accurate mental picture of the Earth-Moon system in space when a student's perspective has always been firmly planted on the ground. To address this problem our visualizations take the viewers on a journey beyond Earth, giving them a so-called "god's eye" view of how the Earth-Moon system would look from a distance. To make this journey as realistic as possible we use ray-tracing software, incorporate NASA mission images, and accurately portray rotational and orbital motion. During a workshop our visualizations are

  3. A Description and Evaluation of the 1979 Summer Training Workshop. Roosevelt University and the Chicago Board of Education Teacher Corps Project--Program '78.

    ERIC Educational Resources Information Center

    Asser, Eliot; And Others

    A report is given of a fifteen-day summer workshop sponsored by the Teacher Corps. The workshop was held in Chicago, Illinois and involved faculty from the Hyde Park Career Academy, Dumas Elementary School, representatives from the Community Council, and interns from the Teacher Corps Member Training Institute. The focus of the workshop was on…

  4. Chemistry Teachers' Journey through Modeling Instruction: From Workshop to Classroom

    NASA Astrophysics Data System (ADS)

    Frick, Tasha

    This presentation will feature case study research that describes the difficulties that four high school chemistry teachers faced while implementing Modeling Instruction into their classrooms. Modeling Instruction is characterized by the development of understanding through cooperative inquiry and collective discourse on a path from concrete to abstract. The complications in transforming a classroom from traditional teacher centered methods to one which focuses on the use of student-centered Modeling Instruction will be thoroughly investigated through the stories of each of the participants. The study begins with observations of the teachers prior to the introduction of Modeling Instruction and follows them into the professional development in the summer, the initial use in the fall term, a follow-up workshop, and finally back into the classrooms. The enlightening findings highlight the difficulties teachers had in aligning the standards, and developing a scope and sequence, as well as reconciling their beliefs about student ability.

  5. Mixed Age Grouping for Gifted Students.

    ERIC Educational Resources Information Center

    Bouchard, Lorraine L.

    1991-01-01

    The application of mixed-age grouping at Rainard School (Houston, Texas), a private school for gifted students, is described. Discussed are advantages (such as encouraging cooperation instead of competition), the optimum age spread, the differentiated and individualized curriculum, parent reactions, teacher reactions, and difficulties. (DB)

  6. Linked Leadership: The Role of Technology in Gifted Education Coordinators' Approaches to Informed Decision Making

    ERIC Educational Resources Information Center

    Calvert, Eric

    2012-01-01

    The purpose of this study was to explore the role of technology in the professional leadership practice of gifted education coordinators. An adapted version of the Teacher Technology Integration Scale (TTIS) was administered to 36 gifted coordinators recruited at meetings of regional gifted coordinator groups affiliated with the state professional…

  7. Social-emotional characteristics of gifted accelerated and non-accelerated students in the Netherlands.

    PubMed

    Hoogeveen, Lianne; van Hell, Janet G; Verhoeven, Ludo

    2012-12-01

    In the studies of acceleration conducted so far a multidimensional perspective has largely been neglected. No attempt has been made to relate social-emotional characteristics of accelerated versus non-accelerated students in perspective of environmental factors. In this study, social-emotional characteristics of accelerated gifted students in the Netherlands were examined in relation to personal and environmental factors. Self-concept and social contacts of accelerated (n = 148) and non-accelerated (n = 55) gifted students, aged 4 to 27 (M = 11.22, SD = 4.27) were measured. Self-concept and social contacts of accelerated and non-accelerated gifted students were measured using a questionnaire and a diary, and parents of these students evaluated their behavioural characteristics. Gender and birth order were studied as personal factors and grade, classroom, teachers' gender, teaching experience, and the quality of parent-school contact as environmental factors. The results showed minimal differences in the social-emotional characteristics of accelerated and non-accelerated gifted students. The few differences we found favoured the accelerated students. We also found that multiple grade skipping does not have negative effects on social-emotional characteristics, and that long-term effects of acceleration tend to be positive. As regards the possible modulation of personal and environmental factors, we merely found an impact of such factors in the non-accelerated group. The results of this study strongly suggest that social-emotional characteristics of accelerated gifted students and non-accelerated gifted students are largely similar. These results thus do not support worries expressed by teachers about the acceleration of gifted students. Our findings parallel the outcomes of earlier studies in the United States and Germany in that we observed that acceleration does not harm gifted students, not even in the case of multiple grade skipping. On the contrary, there is a

  8. Pedagogical Function of the Teacher Working in with Gifted Pupils

    ERIC Educational Resources Information Center

    Ceka, Ardita; Bajrami, Teuta Jusufi; Kadriu, Lulzime Lutfiu

    2017-01-01

    Working with gifted pupils is a specific problem which differs from the work with other pupils. It wouldn't be correct if we say that working with talented pupils is the same with the general pedagogical work. Even though we accept the gifted students as a particular problem, it is not right to see them as a world in its own, divided from other…

  9. A Comprehensive Plan for Differentiating the Training of Teachers of the Gifted Online at the State, District and University Levels in Florida, USA

    ERIC Educational Resources Information Center

    Eriksson, Gillian; Weber, Christine; Kirsch, Lauri

    2012-01-01

    The training of teachers for a meaningful use of all that contemporary technology offers to developing curriculum requires constant vigilance, experimentation, innovation, revision and updating. The lifestyle of today's gifted students includes a range of ever-unfolding technologies, such as text messaging, blogging, social networking, personal…

  10. Gifted Students' Perceptions of Gifted Programs: An Inquiry into Their Academic and Social-Emotional Functioning

    ERIC Educational Resources Information Center

    Kitsantas, Anastasia; Bland, Lori; Chirinos, David S.

    2017-01-01

    The aim of the present study was to examine elementary and middle school students' (N = 49) perceptions of their gifted and talented program using eight focus group interviews. Qualitative analyses revealed several themes regarding students' academic and social-emotional functioning and how teachers influenced students' experiences within their…

  11. Community Interactive Research Workshop Series: Community Members Engaged as Team Teachers to Conduct Research.

    PubMed

    Nguyen-Truong, Connie Kim; Tang, Joannie; Hsiao, Chiao-Yun

    2017-01-01

    Vietnamese women are diagnosed with cervical cancer at twice the rate of non-Hispanic White women and the highest compared to Chinese, Filipino, Korean, and Japanese women. ἀ e Vietnamese Women's Health Project, a community-based participatory research partnership, was developed to address this concern. In earlier studies, community members received research training. To describe how we developed an innovative curricular research training framework. Community members developed their own learning goals and activities, taught alongside a nurse scientist, and participated in a community interactive research workshop series. Popular education principles were used to guide team teaching. Topics, learning goals, lesson plans, and an evaluation w ere de veloped t ogether. ἀ ree, 4 -5.5 h our workshops were hosted. Topics included qualitative research, art of hearing data, reflexivity, analysis, validity, and dissemination. Community members and a nurse scientist co-constructed knowledge through participatory methods. ἀe workshops ran concurrent to the study timeline to inform community members' research activities and vice versa. A range from 8 to 20 participants attended the workshops, of which six community members were team teachers and three facilitated at each workshop. In an evaluation, team teachers reported workshop strengths: an empathetic and trusting learn ing environment, a sense of ownership in learning, a greater under standing of roles in research partnerships, and a feel ing of safety to conduct research with academic investigators. Academic investigators need to be aware that co-constructing knowledge is foundational to long-term sustainability of community-based participatory research partnership (CBPR) partnerships, but requires building team capacity to conduct research collaboratively.

  12. From Bystander to Upstander Teacher for Gifted Black Students Accused of Acting White

    ERIC Educational Resources Information Center

    Grantham, Tarek C.; Biddle, Winfred H.

    2014-01-01

    Gifted Black students experience many barriers that contribute to their under-representation in gifted and advanced programs. One of the greatest negative influences comes from peer accusations of acting White that undermine gifted and high-achieving Black students' academic motivation and their interest in challenging courses and programs.…

  13. Educational Technology Training Workshops for Mathematics Teachers: An Exploration of Perception Changes

    ERIC Educational Resources Information Center

    Lau, Wilfred Wing Fat; Yuen, Allan Hoi Kau

    2013-01-01

    This study examined the effects of educational technology training workshops on perception changes of mathematics teachers. Three perceptions, namely, pedagogical orientation, efficacy, and liking in relation to technology integration, were explored in this study. Two research questions were addressed: Do educational technology training workshops…

  14. Creating Teachers' Perceptual, Behavioral, and Attitudinal Change Using Professional Development Workshops

    ERIC Educational Resources Information Center

    Shriner, Michael; Schlee, Bethanne; Hamil, Melissa; Libler, Rebecca

    2009-01-01

    As part of an on-going project designed to impact teacher quality at the pre-service, induction, and professional development levels, this paper summarizes the parametric results of a series of four different workshops conducted in the summer of 2007. In an effort to glean a better understanding of their knowledge, attitudinal, perceptual, and…

  15. Issues Surrounding the Evaluation of Teacher Internship Programs

    NASA Astrophysics Data System (ADS)

    Barrett, D.

    2006-12-01

    Georgia Intern-Fellowships for Teachers (GIFT) is a collaborative effort designed to enhance mathematics and science experiences of Georgia teachers and their students through summer research internships for teachers. By offering business, industry, public science institute and research summer fellowships to teachers, GIFT provides educators with first-hand exposure to the skills and knowledge necessary for the preparation of our future workforce. Since 1991, GIFT has placed middle and high school math, science and technology teachers in over 1100 positions throughout the state. In these fellowships, teachers are involved in cutting edge scientific and engineering research, data analysis, curriculum development and real-world inquiry and problem solving, and create Action Plans to assist them in translating the experience into changed classroom practice. Since 2004, an increasing number of high school students have worked with their teachers in research laboratories. The GIFT program has an advisory board composed of university researchers, business and education leaders. The board members work in various subcommittees assisting the program with areas such as sponsor recruitment, evaluation and long term planning. The evaluation subcommittee has been actively involved in providing direction regarding the evaluation of the GIFT program's impact on teachers and their students. The program recently conducted a survey of its former participants. This presentation will discuss the results of the survey and the challenges associated with program evaluation of teacher internship programs.

  16. The Special Needs of Gifted Girls.

    ERIC Educational Resources Information Center

    Callahan, Carolyn M.

    1986-01-01

    The article examines intellectual, educational, social, and personality factors affecting the achievement of the gifted female during the very early years. Influences of differential achievement from parental and teacher behaviors, the media, toys and play are discussed and strategies for nurturing behaviors and attitudes more conducive to adult…

  17. Managing Motivational Needs of the Gifted and Talented.

    ERIC Educational Resources Information Center

    Schilling, Deanna E.

    1986-01-01

    A. Maslow's theory of motivation is described, five levels of needs are identified (physiological, safety, love, esteem, and self-actualization), and implications of each level for parents and teachers of gifted students are noted. (CL)

  18. "Novice Teachers" Views of an Introductory Workshop about Teaching in the Biosciences

    ERIC Educational Resources Information Center

    Gartland, Kevan M. A.; Perkins, Joy; Shearer, Morven C.; Tierney, Anne M.; Wilson, Jackie J.

    2013-01-01

    Seven regional networking events, aimed at supporting and developing "early stage" novice university bioscience teachers were held across the UK. These workshops allowed 230 participants to reflect on teaching styles, learn about Higher Education Academy resources and discuss strategies to deal with a range of teaching situations.…

  19. Technology in Gifted Education: A Review of Best Practices and Empirical Research

    ERIC Educational Resources Information Center

    Periathiruvadi, Sita; Rinn, Anne N.

    2013-01-01

    The article aims to explore the progress of technology use in gifted education and highlight the best practices and empirical research in this area. The literature on the use of technology with gifted students and their teachers has been extensive, with articles on best practices, but the empirical research in this area is still emerging. With the…

  20. Problems in Implementing Gifted/Talented Programs in 11 Rural Maine Schools.

    ERIC Educational Resources Information Center

    Hamrin, Jeannie M.

    To identify promising practices, issues, and problems concerning education for the gifted in Maine, 239 classroom teachers and 14 administrators from 11 school districts geographically distributed throughout the state responded to questionnaires which profiled teacher personal characteristics and styles, described the educational setting and…

  1. Word Magic: Shakespeare's Rhetoric for Gifted Students.

    ERIC Educational Resources Information Center

    Kester, Ellen S.

    Intended for teachers of gifted students in grades 4-12, the curriculum uses six of Shakespeare's comedies ("The Taming of the Shrew,""The Tempest,""Twelfth Night,""The Comedy of Errors,""As You Like It," and "A Midsummer Night's Dream") as materials for nurturing intellectual and…

  2. The Curriculum Workshop: A Place for Deliberative Inquiry and Teacher Professional Learning

    ERIC Educational Resources Information Center

    Hansen, Klaus-Henning

    2008-01-01

    In this article, the curriculum workshop (CW) is elaborated as an approach to professional learning, deliberation and inquiry. It offers a comprehensive framework for school-based deliberation and inquiry, is rooted in curriculum theory, promises a broad range of applications in teacher education and provides tools to assess the trustworthiness of…

  3. Self-regulation workshop and Occupational Performance Coaching with teachers: A pilot study.

    PubMed

    Hui, Caroline; Snider, Laurie; Couture, Mélanie

    2016-04-01

    Teachers' occupational role and performance can be undermined when working with students with disruptive classroom behaviours. This pilot study aimed to explore the impact of school-based occupational therapy intervention on teachers' classroom management self-efficacy and perceived performance/satisfaction in their management of students with disruptive behaviours. This pilot study used a multiple-case replication study design. A cohort of regular classroom elementary school teachers (n = 11) participated in a 1-day workshop on sensorimotor strategies for supporting student self-regulation followed by eight individual sessions of Occupational Performance Coaching (OPC). Measurement tools were the Canadian Occupational Performance Measure, Goal Attainment Scaling (GAS), and Teachers' Self-Efficacy Scale-Classroom Management. Improvement in teachers' perception of performance, satisfaction, and classroom management was seen. GAS showed clinically significant improvement. Improvements were sustained at 7 weeks follow-up. Preliminary results support the use of sensorimotor education combined with OPC to enable teachers' occupational performance. © CAOT 2016.

  4. Gifted and Talented Education: Elementary Curriculum Guide.

    ERIC Educational Resources Information Center

    Corono-Norco Unified School District, Corono, CA.

    The curriculum ideas were developed by elementary teachers in a gifted and talented program. Five strands are incorporated throughout curriculum areas: development of problem solving skills, development of ethical standards, development of sensitivity and responsibility to others, development of a healthy self concept, and development of…

  5. Developing Thinking in the Gifted. PAGE Bulletin.

    ERIC Educational Resources Information Center

    Le Storti, Anthony J.

    This bulletin offers guidelines to help parents and teachers improve the thinking skills of gifted children. It stresses the importance of encouraging thinking through the use of evocative questions, distinguishes between and defines critical thinking and creative thinking, and offers suggested questions to prompt either creative/divergent…

  6. Internet Administration of the Paper-and-Pencil Gifted Rating Scale: Assessing Psychometric Equivalence

    ERIC Educational Resources Information Center

    Yarnell, Jordy B.; Pfeiffer, Steven I.

    2015-01-01

    The present study examined the psychometric equivalence of administering a computer-based version of the Gifted Rating Scale (GRS) compared with the traditional paper-and-pencil GRS-School Form (GRS-S). The GRS-S is a teacher-completed rating scale used in gifted assessment. The GRS-Electronic Form provides an alternative method of administering…

  7. Effect of the science teaching advancement through modeling physical science professional development workshop on teachers' attitudes, beliefs and content knowledge and students' content knowledge

    NASA Astrophysics Data System (ADS)

    Dietz, Laura

    The Science Teaching Advancement through Modeling Physical Science (STAMPS) professional development workshop was evaluated for effectiveness in improving teachers' and students' content knowledge. Previous research has shown modeling to be an effective method of instruction for improving student and teacher content knowledge, evidenced by assessment scores. Data includes teacher scores on the Force Concept Inventory (FCI; Hestenes, Wells, & Swackhamer, 1992) and the Chemistry Concept Inventory (CCI; Jenkins, Birk, Bauer, Krause, & Pavelich, 2004), as well as student scores on a physics and chemistry assessment. Quantitative data is supported by teacher responses to a post workshop survey and classroom observations. Evaluation of the data shows that the STAMPS professional development workshop was successful in improving both student and teacher content knowledge. Conclusions and suggestions for future study are also included.

  8. Identifying the Culturally Different Gifted Student.

    ERIC Educational Resources Information Center

    Chambers, Jack A.; Barron, Frank

    The study was designed to provide a relatively simple method of identifying gifted Mexican-American elementary school children, using as Ss approximately 298 Mexican-Americans (in grades 3-6) from both urban and rural schools. Ss were rated by present and former teachers on traits found to be characteristic of highly creative and talented…

  9. Teachers' Conceptions of Gifted and Average-Ability Students on Achievement-Relevant Dimensions

    ERIC Educational Resources Information Center

    Baudson, Tanja Gabriele; Preckel, Franzis

    2016-01-01

    Stereotyping of gifted students may not only hinder identification and actualization of potential but also personality development ("stigma of giftedness"). This is obvious in the case of negative stereotyping (e.g., the disharmony hypothesis, which sees gifted students as intellectually strong, but emotionally and socially inferior),…

  10. Accommodating Student Differences: A Resource for Teaching Gifted and Talented Children.

    ERIC Educational Resources Information Center

    Alberta Dept. of Education, Edmonton. Education Response Centre.

    This document presents a selection of teacher designed activities to help meet the needs of gifted and talented students. The four teaching units focus on creativity, independent study, critical thinking, and communication skills. Introductory material explains how the teachers of Parkland County (Alberta) worked together in informal and…

  11. Linking research, education and public engagement in geoscience: Leadership and strategic partnerships

    NASA Astrophysics Data System (ADS)

    Laj, C. E.

    2017-12-01

    As a research scientist I have always been interested in sharing whatever I knew with the general public and with teachers, who have the responsibility of forming young people, our ambassadors to the future. The turning point in my educational activities was in 2002, when the European Geosciences Union (EGU) welcomed my proposition to develop a Committee on Education. One of the committee's main activities is the organisation of GIFT (Geosciences Information for Teachers) workshops, held annually during the EGU General Assembly. Typically, these workshops bring together about 80 teachers from 20-25 different countries around a general theme that changes every year. Teachers are offered a mixture of keynote presentations by renowned scientists, and participate to classroom hands-on activities led by high-class educators. They also participate to a poster session, open to every participant to the GA, in which they can show to everyone the activities they have developed in their classroom. Therefore, EGU GIFT workshops spread first-hand scientific information to science teachers, and also offer teachers an exceptional way to networking with fellow teachers worldwide. Speakers are chosen from the academic world, national geosciences organisations such as BGS (UK), BRGM (France), INGV (Italy), the European Space Agency (ESA), CEA (France), from private companies (Total), or from International Organizations for policy makers such as the International Energy Agency (IEA), and IPCC. Since 2010, EGU GIFT workshops have been organized beyond Europe, in connection with EGU Alexander von Humboldt Conferences and other major International Conferences, or in collaboration with local or international organisations. A `Teachers at Sea' program has also been developed for teachers to be able to take part in an Oceanographic cruise. Also, in collaboration with the media manager of EGU the Committee has participated in "Planet Press", a program of geoscience press releases for

  12. The Case of a Self-Contained Elementary Classroom for the Gifted: Student, Teacher, and Parent Perceptions of Existing versus Desired Teaching-Learning Aspects

    ERIC Educational Resources Information Center

    Vidergor, Hava E.; Azar Gordon, Lea

    2015-01-01

    This study examined whether a self-contained gifted classroom meets the needs of its learners. Considering the existing and desired aspects, as perceived by students, teachers, and parents, it offers a unique lens forming a holistic in-depth view of the self-contained classroom. Forty-two participants took part in this study: 20 students, 15…

  13. Results from pre- and post- tests of professional development astronomy workshops for teachers in Peru

    NASA Astrophysics Data System (ADS)

    Deustua, Susana; Ros, Rosa

    2015-08-01

    Since 2009, the Network for Astronomy School Education (NASE) has held 55+ workshops in countries in Asia, Africa, Europe and Latin America, training more than 1200 teachers and potentially reaching one million or more students. Like modern professional development programs, NASE’s emphasis is on interactive, hands-on learning. However, our emphasis is on “low-tech” tools that are readily available, and, inexpensive. Teachers are led through a series of activities that cover a wide range of topics in astronomy, more or less equivalent to that covered in the typical 1st year astronomy course in US colleges.In 2014 we adopted the Astronomy Diagnostic Test as pre- and post- workshop tests to guage the change in teachers’ knowledge as a result of participation in this intervention. In this paper we discuss the first results using the Astronomy Diagnostic Test in astronomy workshops in Peru during March 2014 and February 2015. NASE workskhops were held at the facilities of the Observatorio de Radio de Sicaya of the Instituto Geofisico del Peru, in Chupaca, a farming community approximately 20 km from the Andean city, Huancayo. Sponsors of the Chupaca workshop were the IGP, NASE and the UGEL (regional school district). The second workshop was held at the University of Ica, in the coastal city of Ica, 250 km south of Lima, sponsored by the Instituto Geofisico del Peru and the University, and the 3rd workshop in Lima.We will discuss our results, which for the most part do indeed show a positive change in knowledge, but in a couple of areas the change is either null or negative.

  14. Teaching the Gifted Visual Spatial Learner

    ERIC Educational Resources Information Center

    Freed, Jeff

    2006-01-01

    In working with right-brained or visual spatial children for the past 20 years, the author has noticed that they all learn in a similar manner. He has also noticed that a high percentage of gifted children are visual spatial learners. The more visual spatial a child is, the higher the potential for school difficulties. Since most teachers are…

  15. Brazilian Physical Education Teachers' Attitudes toward Inclusion before and after Participation in a Professional Development Workshop

    ERIC Educational Resources Information Center

    Haegele, Justin A.; Hodge, Samuel; Filho, Paulo José Barbosa Gutierres; de Rezende, Alexandre Luiz Gonçalves

    2018-01-01

    The purpose of this study was to analyze the attitudes of physical education teachers about inclusion and teaching students with disabilities in Brazil before and after they participated in a professional development workshop focused on inclusive ideology and strategies. The participants were Brazilian physical education teachers (pretest sample,…

  16. Bilingual Pairs in Teacher Education: Exploring Wild Strategies in an Environmental Education Workshop

    ERIC Educational Resources Information Center

    Arreguín-Anderson, María Guadalupe; Garza, Esther V.

    2014-01-01

    In this study, the authors narrate the results of a linguistically accommodated environmental education workshop in which monolingual and bilingual preservice teachers were exposed to instruction in English and Spanish. The authors contend that environmental initiatives, such as Project Wildlife in Learning Design, can promote an understanding of…

  17. Reaching and Teaching: A Comprehensive Guidebook for Identifying and Educating Gifted Students in West Virginia

    ERIC Educational Resources Information Center

    West Virginia Department of Education, 2003

    2003-01-01

    This guidebook has been written to provide direction, guidance and resources for classroom teachers, gifted facilitators, related services staff and administrators so that educators might better serve the gifts of all students. This user-friendly manual is a complement to "Policy 2419: Regulations for the Education of Exceptional…

  18. Computer Connections for Gifted Children and Youth.

    ERIC Educational Resources Information Center

    Nazzaro, Jean N., Ed.

    Written by computer specialists, teachers, parents, and students, the 23 articles emphasize the role computers play in the development of thinking, problem solving, and creativity in gifted and talented students. Articles have the following titles and authors: "Computers and Computer Cultures" (S. Papert); "Classroom Computers--Beyond the 3 R's"…

  19. S.P.I.C.E. Workshop Model: An Approach to Alternative Programs for the Disadvantaged Gifted.

    ERIC Educational Resources Information Center

    Mitchell, Bruce M.; Dodson, Edward

    Major problems associated with subcultural variations in school performance that interfere with the development of special programs for disadvantaged, gifted students are discussed. These problems include the difficulty of identifying gifted minority students by usual testing methods, the nature of programs that may be devised to benefit them, and…

  20. Online Learning: Experiences and Perceptions of Gifted Middle School Students, Their Parents, and Principals

    ERIC Educational Resources Information Center

    Buescher, Susan H.

    2013-01-01

    The 2001 No Child Left Behind Act's focus on raising standardized test scores for underachieving students has created a national education system where teacher time and resources are often not directed to students in the top percentiles and those identified as gifted and talented. As resources for gifted students continue to be limited,…

  1. About Creativity, Giftedness, and Teaching the Creatively Gifted in the Classroom.

    ERIC Educational Resources Information Center

    Sak, Ugur

    2004-01-01

    In this case study the author explored a teacher's beliefs about creativity and giftedness and investigated the classroom practices of this teacher of gifted students for 20 years. Seven semi-structured and 2 open observations were carried out in her classroom, and 2 prefigured interviews were conducted with her. She believed that creative…

  2. Drawing upon Lessons Learned: Effective Curriculum and Instruction for Culturally and Linguistically Diverse Gifted Learners

    ERIC Educational Resources Information Center

    Swanson, Julie Dingle

    2016-01-01

    Javits Gifted and Talented Education Program has provided a wealth of knowledge on culturally and linguistically diverse (CLD) gifted learners and how to support teachers in their work with CLD students. This study examined five impactful Javits projects through qualitative inquiry centered on how innovative practice takes root or not. Using…

  3. Challenging the Gifted: Nuclear Chemistry and Sartre Draw the Best and Brightest to Reno

    ERIC Educational Resources Information Center

    Kronholz, June

    2011-01-01

    What is a school to do with children who are intellectually years ahead of their age group, their textbooks, the curriculum, and usually their teachers? When the National Association for Gifted Children (NAGC) surveyed states in 2008 about what they provide in the way of gifted education, it found the answer to be "not much." At least a…

  4. Progress in Teachers' Readiness to Promote Positive Youth Development among Students during the Lions Quest Teaching Workshop

    ERIC Educational Resources Information Center

    Talvio, Markus; Berg, Minna; Ketonen, Elina; Komulainen, Erkki; Lonka, Kirsti

    2015-01-01

    Modern learning psychology places an emphasis on the ability of teachers to promote their students' social and emotional learning (SEL) and living a good life. Research on precisely how teachers promote SEL and well-being among their students, however, remains scarce. This study focused on evaluating the Lions Quest teaching workshop (LQ), which…

  5. 29 CFR 541.303 - Teachers.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... higher education or other educational establishments. Therefore, a teacher who is not certified may be...: Regular academic teachers; teachers of kindergarten or nursery school pupils; teachers of gifted or disabled children; teachers of skilled and semi-skilled trades and occupations; teachers engaged in...

  6. 29 CFR 541.303 - Teachers.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... higher education or other educational establishments. Therefore, a teacher who is not certified may be...: Regular academic teachers; teachers of kindergarten or nursery school pupils; teachers of gifted or disabled children; teachers of skilled and semi-skilled trades and occupations; teachers engaged in...

  7. Underachievement in Gifted Students: Understanding Perceptions of Educational Experiences, Attitudes toward School, and Teacher Training

    ERIC Educational Resources Information Center

    Macy, Paula

    2017-01-01

    Underachievement in gifted students is a problem often overlooked in the school system; up to 50% of gifted students achieve below their potential abilities (Morisano & Shore, 2010). However, gifted students are not considered at-risk and do not always receive educational experiences aimed to meet their needs (Ritchotte, Matthews, &…

  8. Referral decisions of teachers and school psychologists for twice-exceptional students

    NASA Astrophysics Data System (ADS)

    Hoffman, Jennifer Marie

    The accurate and timely referral and identification of twice-exceptional students remains a challenge. In a statewide study, the referral decisions for both special education and gifted programming evaluations made by four participant groups (i.e., general education teachers, special education teachers, gifted education teachers, and school psychologists) were compared. Participants were randomly assigned to read one of three identically described students in a vignette that differed only in the presence of a diagnostic label--- autism spectrum disorder (ASD), specific learning disability (SLD), or no diagnostic label. In all, special education teachers made the most special education referrals, while gifted education teachers made the most gifted programming referrals, both regardless of the diagnostic label present. The students with diagnostic labels were recommended for special education referrals significantly more than for gifted programming, while this difference was not evident in the no diagnostic label condition. Moreover, the student with the ASD label was the most likely to be referred for evaluations for both special education and gifted programming out of all three vignette conditions. Overall findings indicated the importance of considering the referral source as well as how the presence of a diagnostic label might influence educational referral decisions, particularly in how this might influence overall multidisciplinary team decisions for these unique learners.

  9. The Role of the Principal in the Implementation of a Gifted Education Program in a School.

    ERIC Educational Resources Information Center

    Taylor, C. A.

    1987-01-01

    The degree to which a principal provides appropriate and sufficient support for implementation of a gifted education program will determine the success of the program. Actions that can facilitate implementation, teacher use, and institutionalization and the effects of various managerial styles are discussed. Components of a gifted program are…

  10. Iowa Educators' Perceptions on Talented and Gifted Alternative Education High School Students

    ERIC Educational Resources Information Center

    Bliven Noll, Laurie J.

    2012-01-01

    This study examined the teachers' and administrators' perceptions on talented and gifted (TAG) alternative education high school students. Administrators and teachers from alternative high schools (AHS) in the state of Iowa received an email of a validated survey instrument for data collection. The survey was used to analyze the perceptions of…

  11. Igniting Creativity and Planning for Your Gifted Students.

    ERIC Educational Resources Information Center

    Russell, Don W., Ed.

    The collection of instructional plans is designed to offer samples of strategies and ideas to teachers involved with gifted students. Approximately 30 plans are presented for the following areas (sample subtopics in science (atomic fusion), social studies (mores and folkways), mathematics (spatial relations), health and physiology, philosophy, and…

  12. Motivating the Gifted, Talented, Creative. A Meta-Analysis.

    ERIC Educational Resources Information Center

    Shaughnessy, Michael F.

    The main theories of motivation are reviewed in an effort to help teachers discern various tactics and techniques that they can use with gifted, talented, and creative students. Among the theories examined are Ivan Pavlov's respondent conditioning; Albert Ellis's rational-emotive approach; Abraham Maslow's triangular approach to growth and…

  13. Project Inspire: An Intervention for Underachieving Gifted Students.

    ERIC Educational Resources Information Center

    Ribich, Frank M.; Barone, William P.

    Sixteen underachieving gifted students at Oliver High School in Pittsburgh, Pennsylvania, were identified for a pilot program called Project Inspire, which sought to improve student achievement and build self-esteem, especially for disadvantaged Afro-American students. Teachers were selected as mentors for the students, and the mentors were…

  14. Mathematically Gifted Third Graders--A Challenge in the Classroom.

    ERIC Educational Resources Information Center

    Wolfle, Jane A.

    1988-01-01

    The third-grade classroom teacher can identify mathematically gifted students and can provide them with opportunities for extending their understanding and enjoyment of mathematics through use of such techniques as content sophistication, enrichment, peer tutoring, curriculum compacting, puzzles, and math centers. (Author/JDD)

  15. Myth 13: The Regular Classroom Teacher Can "Go It Alone"

    ERIC Educational Resources Information Center

    Sisk, Dorothy

    2009-01-01

    With most gifted students being educated in a mainstream model of education, the prevailing myth that the regular classroom teacher can "go it alone" and the companion myth that the teacher can provide for the education of gifted students through differentiation are alive and well. In reality, the regular classroom teacher is too often concerned…

  16. Writer's Workshop: Implementing Units of Study, Findings from a Teacher Study Group, and Student Success in Writing

    ERIC Educational Resources Information Center

    Chaney, Sandra Lynne

    2011-01-01

    Background: An elementary teacher study group supports each other in a year-long journey as they learn how to work through writer's workshop curriculum in order to implement Units of Study by Lucy Calkins at a K-6 school. Time spent in writing instruction has been largely neglected, and a teacher-researcher wants to document the support found from…

  17. Identifying and Enhancing the Strengths of Gifted Learners, K-8: Easy-to-Use Activities and Lessons

    ERIC Educational Resources Information Center

    Maccagnano, Ann Marie

    2007-01-01

    Educators can identify children's strengths early on and gain insight into each student's unique abilities by using the numerous ideas and informal assessments in this exciting guide. Gifted and talented specialist Ann Maccagnano offers K-8 teachers challenging activities and engaging lessons to develop and nurture gifted learners' talents.…

  18. The Talent Search Model of Gifted Identification

    ERIC Educational Resources Information Center

    Assouline, Susan G.; Lupkowski-Shoplik, Ann

    2012-01-01

    The Talent Search model, founded at Johns Hopkins University by Dr. Julian C. Stanley, is fundamentally an above-level testing program. This simplistic description belies the enduring impact that the Talent Search model has had on the lives of hundreds of thousands of gifted students as well as their parents and teachers. In this article, we…

  19. Professional Development, Writer's Workshop and Identity: A Case Study of Women Elementary School Teachers Using Writing as Resistance

    ERIC Educational Resources Information Center

    Zisook, Karla Jean

    2011-01-01

    The purpose of this qualitative case study was to uncover the ways that women elementary school teachers negotiate their identities within the context of writer's workshop by exploring issues of gender, literacy, and identity. The two central participants were women elementary school teachers who were involved at their Professional Development…

  20. The Reformer Knows Best: Destroying the Teacher's Vocation

    ERIC Educational Resources Information Center

    Goodson, Ivor

    2006-01-01

    Drawing on data from a major Spencer Foundation study, this article focuses on the effects of major restructuring initiatives in New York State on a gifted and utterly committed teacher. It challenges the now ubiquitous assumption that "the reformer knows best" and reveals the gradual demise of an immensely gifted, dedicated teacher--a…

  1. Mere Gifting: Liking a Gift More Because It Is Shared.

    PubMed

    Polman, Evan; Maglio, Sam J

    2017-11-01

    We investigated a type of mere similarity that describes owning the same item as someone else. Moreover, we examined this mere similarity in a gift-giving context, whereby givers gift something that they also buy for themselves (a behavior we call "companionizing"). Using a Heiderian account of balancing unit-sentiment relations, we tested whether gift recipients like gifts more when gifts are companionized. Akin to mere ownership, which describes people liking their possessions more merely because they own them, we tested a complementary prediction: whether people like their possessions more merely because others own them too. Thus, in a departure from previous work, we examined a type of similarity based on two people sharing the same material item. We find that this type of sharing causes gift recipients to like their gifts more, and feel closer to gift givers.

  2. Gifted Children and Erikson's Theory of Psychosocial Development.

    ERIC Educational Resources Information Center

    Cross, Tracy L.

    2001-01-01

    After presenting an overview of Erik Erikson's theory of psychosocial development, the theory is applied to the development of gifted children. The psychosocial crisis experienced by children when they are infants, toddlers, preschoolers, elementary-aged, and during adolescence are examined, along with ways parents and teachers can help at each…

  3. Reading, Writing, and "Rhythmetics" for the Verbally Gifted.

    ERIC Educational Resources Information Center

    Pilon, A. Barbara

    The monograph presents a variety of language arts teaching ideas for use with gifted students. Teachers are encouraged to expose children to much literature including poetry, folk tales, riddles, fairy tales, "pourquoi" tales, myths and legends, fantasy, science fiction, and biographies and autobiographies. The document offers the SIMMER theory of…

  4. A Millennial Hourglass: Gifted Child Education's Sands of Time.

    ERIC Educational Resources Information Center

    Delisle, James R.

    1999-01-01

    This article describes critical events that have shaped gifted education, including: publication of "A Nation At Risk," the Roeper School, differentiated curriculum, concepts of intelligence, the Marland Report, the Torrance Tests, Teachers' College at Columbia University achievements, the legacy of Leta S. Hollingworth, Sputnik, and…

  5. Teaching Decolonial Sounds on the Margins: Reflections on a K-12 Teacher Workshop Covering Black & Brown Musical Transculturation in Texas

    ERIC Educational Resources Information Center

    Cervantes, Marco Antonio

    2015-01-01

    To demonstrate the significance of cultural crossings in Texas and how cultural exchanges can inform teachers and students in the areas of history, fine arts, geography, and social studies, the author constructed a Summer 2013 teacher workshop for Texas K-12 teachers through the Smithsonian Affiliated Institute of Texan Cultures. The author…

  6. Allowing Idiosyncratic Learners to Thrive: Policy Implications of a Study of School-within-a-School Gifted Programs

    ERIC Educational Resources Information Center

    Matthews, Dona; Kitchen, Julian

    2007-01-01

    School-within-a-school programs are an alternative school choice that can provide differentiated learning opportunities for academically gifted students, but they are often politically contentious. In a recent study, we interviewed 530 students and teachers in gifted and regular streams in three publicly funded secondary schools with different…

  7. Increasing the Responsibility Levels of Fourth Grade Gifted Children by Promoting Positive Character Traits and Caring Behaviors.

    ERIC Educational Resources Information Center

    Hogan, Marliese G.

    This paper describes a project to improve the responsibility levels of 16 gifted students in fourth grade attending a daily 2-hour language arts gifted education class. Students had become inconsistent about completing assignments, maintaining an orderly environment, and communicating necessary information to parents. A teacher-developed checklist…

  8. Differentiating Instruction Using a Virtual Environment: A Study of Mathematical Problem Posing among Gifted and Talented Learners

    ERIC Educational Resources Information Center

    Manuel, Dominic; Freiman, Viktor

    2017-01-01

    Meeting the needs of mathematically gifted and talented students is a challenge for educators. To support teachers of mathematically gifted and talented students to find appropriate solutions, several innovative projects were conducted in schools using funds provided by the New Brunswick, Canada, Department of Education. This article presents one…

  9. A Program to Train Apprentices to Lead Inservice Workshops for Secondary Teachers of Basic Skills. Developer/Demonstration Project. Final Report.

    ERIC Educational Resources Information Center

    Stallings, Jane A.

    The Development and Demonstration project has trained interns to lead Effective Use of Time inservice workshops for secondary school teachers of basic reading and mathematical skills. These interns then returned to their home bases and trained teachers who could in turn train other teachers to use the Stallings Effective Use of Time methods. The…

  10. Family Workshops

    ERIC Educational Resources Information Center

    Bennett, Dave; Rees-Jones, Tanny

    1978-01-01

    A Family Workshop is an informal, multidisciplined educational program for adults and children, organized by a team of teachers. This article discusses the Lavender Hill Family Workshop, one of many, which attempts to provide education in various subject areas for adults and for children while also integrating both objectives in order to educate…

  11. GLOBE Hydrology Workshop SEIP program

    NASA Technical Reports Server (NTRS)

    2005-01-01

    Matt Krigbaum (left), a teacher at Mitchell Elementary in Ann Arbor, Mich., pours water from the Pearl River into a turbidity tube to measure the river's light penetration. Krigbaum, along with Lois Williams, principal at Elizabeth Courville Elementary in Detroit, Mich.; and Carolyn Martin and Arlene Wittmer, teachers at Elizabeth Courville Elementary; conducted the experiment during a GLOBE (Global Learning and Observations to Benefit the Environment) hydrology workshop. GLOBE is a worldwide, hands-on science education program in which teachers can become certified to implement the program at their schools after taking hydrology, land cover/biology, atmosphere/climate and soil protocol workshops. Twelve teachers from across the country attended the recent weeklong GLOBE training at SSC, offered through its Educator Resource Center and the NASA Explorer Schools program. All workshops are free and offer continuing education units.

  12. GLOBE Hydrology Workshop SEIP program

    NASA Image and Video Library

    2005-06-30

    Matt Krigbaum (left), a teacher at Mitchell Elementary in Ann Arbor, Mich., pours water from the Pearl River into a turbidity tube to measure the river's light penetration. Krigbaum, along with Lois Williams, principal at Elizabeth Courville Elementary in Detroit, Mich.; and Carolyn Martin and Arlene Wittmer, teachers at Elizabeth Courville Elementary; conducted the experiment during a GLOBE (Global Learning and Observations to Benefit the Environment) hydrology workshop. GLOBE is a worldwide, hands-on science education program in which teachers can become certified to implement the program at their schools after taking hydrology, land cover/biology, atmosphere/climate and soil protocol workshops. Twelve teachers from across the country attended the recent weeklong GLOBE training at SSC, offered through its Educator Resource Center and the NASA Explorer Schools program. All workshops are free and offer continuing education units.

  13. Instructional strategies in science classrooms of specialized secondary schools for the gifted

    NASA Astrophysics Data System (ADS)

    Poland, Donna Lorraine

    This study examined the extent to which science teachers in Academic Year Governor's Schools were adhering to the national standards for suggested science instruction and providing an appropriate learning environment for gifted learners. The study asked 13 directors, 54 instructors of advanced science courses, and 1190 students of advanced science courses in 13 Academic Year Governor's Schools in Virginia to respond to researcher-developed surveys and to participate in classroom observations. The surveys and classroom observations collected demographic data as well as instructors' and students' perceptions of the use of various instructional strategies related to national science reform and gifted education recommendations. Chi-square analyses were used to ascertain significant differences between instructors' and students' perceptions. Findings indicated that instructors of advanced science classes in secondary schools for the gifted are implementing nationally recognized gifted education and science education instructional strategies with less frequency than desired. Both students and instructors concur that these strategies are being implemented in the classroom setting, and both concur as to the frequency with which the implementation occurs. There was no significant difference between instructors' and students' perceptions of the frequency of implementation of instructional strategies. Unfortunately, there was not a single strategy that students and teachers felt was being implemented on a weekly or daily basis across 90% of the sampled classrooms. Staff development in gifted education was found to be minimal as an ongoing practice. While this study offers some insights into the frequency of strategy usage, the study needs more classroom observations to support findings; an area of needed future research. While this study was conducted at the secondary level, research into instructional practices at the middle school and elementary school gifted science

  14. Socioemotional Competencies, Cognitive Ability, and Achievement in Gifted Students

    ERIC Educational Resources Information Center

    Kong, Tiffany

    2013-01-01

    This study examined the relations between cognitive ability, socioemotional competency (SEC), and achievement in gifted children. Data were collected on children between the ages of 8 and 15 years (n = 124). Children were assessed via teacher reports of SEC, standardized cognitive assessment, and standardized achievement assessment. Composite…

  15. Factors Influencing Altruism in the Context of Overseas Learning Experiences among Gifted Adolescent Girls in Singapore

    ERIC Educational Resources Information Center

    Pramathevan, G. Sundari; Garces-Bacsal, Rhoda Myra

    2012-01-01

    This study aimed to identify factors that influence acts of altruism among gifted female adolescents in Singapore within the context of their overseas learning experiences. Ten teacher-nominated gifted adolescents from ages 15 to 17 who had exceeded the mandated hours (12 hours per year) of voluntary community service in their school were the…

  16. Impact of a Resident-as-Teacher Workshop on Teaching Behavior of Interns and Learning Outcomes of Medical Students

    PubMed Central

    Hill, Andrew G.; Srinivasa, Sanket; Hawken, Susan J.; Barrow, Mark; Farrell, Susan E.; Hattie, John; Yu, Tzu-Chieh

    2012-01-01

    Background Residents and interns are recognized as important clinical teachers and mentors. Resident-as-teacher training programs are known to improve resident attitudes and perceptions toward teaching, as well as their theoretical knowledge, skills, and teaching behavior. The effect of resident-as-teacher programs on learning outcomes of medical students, however, remains unknown. An intervention cohort study was conducted to prospectively investigate the effects of a teacher-training workshop on teaching behavior of participating interns and on the clerkship learning outcomes of instructed fourth-year medical students. Methods The House Officer-as-Teacher Training Workshop was implemented in November 2009 over 1.5 days and attended by all 34 interns from one teaching hospital. Subsequently, between February and August 2010, 124 fourth-year medical students rated the observable teaching behavior of interns during 6-week general surgery clerkships at this intervention hospital as well as at 2 comparable hospitals serving as control sites. Ratings were collected using an anonymous 15-item Intern Clinical Teaching Effectiveness Instrument. Student achievement of clerkship learning outcomes during this period was evaluated using a validated and centralized objective structured clinical examination. Results Medical students completed 101 intern clinical teaching effectiveness instruments. Intern teaching behavior at the intervention hospital was found to be significantly more positive, compared with observed behavior at the control hospitals. Objective structured clinical examination results, however, did not demonstrate any significant intersite differences in student achievement of general surgery clerkship learning outcomes. Conclusions The House Officer-as-Teacher Training Workshop noticeably improved teaching behavior of surgical interns during general surgery clerkships. This improvement did not, however, translate into improved achievement of clerkship learning

  17. Organizing Astronomy Popularization and Teacher Training Workshops in Nigeria: A paradigm shift in Sourcing funds

    NASA Astrophysics Data System (ADS)

    Chukwudi Okpala, Kingsley; Iheanyi Okere, Bonaventure

    2015-08-01

    Funding for astronomy popularization and workshops has become a huge challenge in recent times especially for developing countries like Nigeria. However, a modification of the primary and secondary school curriculum to include space science topics in the school system has led to a ripe desire by the relevant agencies/corporate bodies to make commitments towards the astronomy popularization activities as part of their social responsibility. Considering the size of Nigeria, there is need for a shift in paradigm for sourcing resources to tackle the dart of funds for organizing educational activities in a sustainable manner. Recently a teacher training and science popularization workshop was organized as a first in a series of subsequent workshops geared towards having a sustainable means of popularizing astronomy for development in Nigeria. Principally, the key lies in the partnership with schools and other corporate bodies in addition to the usual governmental actions. Experiences from this workshop will be enumerated with the hope of inspiring the same success in similar societies.

  18. Elementary school science teachers' reflection for nature of science: Workshop of NOS explicit and reflective on force and motion learning activity

    NASA Astrophysics Data System (ADS)

    Patho, Khanittha; Yuenyong, Chokchai; Chamrat, Suthida

    2018-01-01

    The nature of science has been part of Thailand's science education curriculum since 2008. However, teachers lack of understanding about the nature of science (NOS) and its teaching, particularly element school science teachers. In 2012, the Science Institute of Thailand MOE, started a project of Elementary Science Teacher Professional Development to enhance their thinking about the Nature of Science. The project aimed to enhance teachers' understanding of NOS, science teaching for explicit and reflective NOS, with the aim of extending their understanding of NOS to other teachers. This project selected 366 educational persons. The group was made up of a teacher and a teacher supervisor from 183 educational areas in 74 provinces all Thailand. The project provided a one week workshop and a year's follow up. The week-long workshop consisted of 11 activities of science teaching for explicit reflection on 8 aspects of NOS. Workshop of NOS explicit and reflective on force and motion learning activity is one of eight activities. This activity provided participants to learn force and motion and NOS from the traditional toy "Bang-Poh". The activity tried to enhance participants to explicit NOS for 5 aspects including empirical basis, subjectivity, creativity, observation and inference, and sociocultural embeddedness. The explicit NOS worksheet provided questions to ask participants to reflect their existing ideas about NOS. The paper examines elementary school science teachers' understanding of NOS from the force and motion learning activity which provided explicit reflection on 5 NOS aspects. An interpretive paradigm was used to analyse the teachers' reflections in a NOS worksheet. The findings indicated that majority of them could reflect about the empirical basis of science and creativity but few reflected on observation and inference, or sociocultural embeddedness. The paper will explain the teachers' NOS thinking and discuss the further enhancing of their understanding

  19. Parenting Gifted Children. Oregon Series on Talented and Gifted Education.

    ERIC Educational Resources Information Center

    Wood, Samellyn

    Part of a 10 booklet series on talented and gifted education, the booklet discusses the parenting of gifted and talented children. Some myths and realities about giftedness are examined, along with differences and similarities between gifted and other children. The nurturance and broadening of children who are gifted intellectually, in the visual…

  20. Teaching Gifted Children Mathematics in Grades Four Through Six.

    ERIC Educational Resources Information Center

    Gensley, Juliana T.

    Intended for teachers of gifted students in grades 4-6, the guide emphasizes the need for specialized instruction in mathematics, suggests methods for teaching mathematical facts and concepts, describes approaches and materials to develop students' understanding of mathematical principles, and explores ways to build skills and creativity. Stressed…

  1. A Plan for Evaluating Teacher Training Workshops and Institutes. Technical Report 87-2-3.

    ERIC Educational Resources Information Center

    Ayers, Jerry B.

    A plan for evaluating teacher training workshops and institutes is presented. Juxtaposition of the target group and the type of evaluation provides the framework for evaluating such a program. Evaluation is formative, aimed at modifying and improving the plan as it is being developed, and summative, assessed at the end of the experience. The use…

  2. Description of Workshop Series for Precollege Teachers on Women and Gender, Including Topics Covered, Readings Used, and Sample Handouts.

    ERIC Educational Resources Information Center

    Chapman, Anne

    A 2-year curriculum transformation project for 12 humanities teachers from seven independent schools sought to help pre-college teachers integrate new information and insights based on women's studies and gender scholarship into their teaching. Topics covered during the workshops included the history of concern with women and gender; engenderment…

  3. A Physics Workshop in Hispaniola.

    ERIC Educational Resources Information Center

    Little, R. N.

    1983-01-01

    Describes two workshops for physics teachers in Hispaniola. Workshops demonstrated how mechanics could be developed from planetary motions and how basic mechanics concepts could be introduced through a guided discovery approach. Comments on workshop activities, organization, participant attitudes, and physics curriculum/instruction in Hispaniola…

  4. Maximizing Student Potential versus Building Community: An Exploration of Right-Wing Authoritarianism, Social Dominance Orientation, and Preferred Practice among Supporters of Gifted Education

    ERIC Educational Resources Information Center

    Cross, Jennifer Riedl; Cross, Tracy L.; Finch, Holmes

    2010-01-01

    Social dominance orientation (SDO), right-wing authoritarianism (RWA), and socially desirable responding were examined among a sample of self-identified supporters of gifted education (N = 341), 70% of whom had an official role in gifted education as researchers, teachers, or gifted-talented (G/T) trainers. The sample was primarily female, White,…

  5. My Child Is Gifted in Math--Now What?

    ERIC Educational Resources Information Center

    McGee, Christy D.

    2011-01-01

    As chair of the Parent and Community Network, the author gets e-mails from parents asking how they should handle their gifted child. Concerns range from super sensitivity to enhancing content areas in which their children excel. Although differentiated instruction is a hot topic in the field of education, many parents find that the teacher with…

  6. "Change My Thinking Patterns towards Maths": A Bibliotherapy Workshop for Pre-Service Teachers' Mathematics Anxiety

    ERIC Educational Resources Information Center

    Wilson, Sue; Raven, Monica

    2014-01-01

    In small-group workshops, a joint initiative of the researcher and the student counsellor, primary (elementary) pre-service teachers (PSTs) wrote about critical incidents in their mathematics learning, and shared them with the group. Then, PSTs read extracts about mathematics anxiety (maths anxiety), and wrote and shared their reflections…

  7. Teacher Education and Curriculum for Development. Report of a Regional Planning Workshop (Quezon City, Philippines, May 19-31, 1975).

    ERIC Educational Resources Information Center

    Philippines Univ., Quezon City. Asian Inst. for Teacher Educators.

    The Regional Planning Workshop on Teacher Education and Curriculum for Development had as its aim the preparation of guidelines for: 1) the development of modules for curriculum designers with reference to curriculum for development; 2) the development of modules for selected elements of the core curriculum of teacher education; and 3)…

  8. OMLTA Workshop Booklet, 1978-1979.

    ERIC Educational Resources Information Center

    Ohio Modern Language Teachers Association, Columbus.

    This booklet is a guideline to those interested in the Ohio Modern Language Teachers Association Workshops. Outlined are the membership policies, responsibilities of the local workshop director, guidelines for selecting consultants, site selection, publicity guidelines, and OMLTA workshops and consultants. A complete description of each workshop…

  9. Identifying Stressors and Reactions to Stressors in Gifted and Non-Gifted Students

    ERIC Educational Resources Information Center

    Amini, Marzieh

    2005-01-01

    Using the Student Life Stress Inventory and the Coopersmith Self-Esteem Inventory, stressors and reactions to stressors were identified in gifted high school students and compared with non-gifted students. Altogether, 340 boys and girls (156 gifted and 184 non-gifted students) from four high schools in Shiraz (two high schools for gifted and two…

  10. Effects of a Legislated Mandate: "The Comprehensive School Improvement Process and Middle-Level Gifted and Talented Programming"

    ERIC Educational Resources Information Center

    Schneider, Jean Suchsland

    2006-01-01

    This descriptive study investigated two areas: (a) perceived changes in gifted and talented (G/T) programming in Iowa from the time a state mandate was implemented to the time of the study, and (b) perceived effects of the mandate on G/T programming in Iowa. Perceptions of middle-level teachers of gifted and talented students (n = 111) were…

  11. England Policy in Gifted Education: Current Problems and Promising Directions

    ERIC Educational Resources Information Center

    Koshy, Valsa; Smith, Carole Portman; Casey, Ronald

    2018-01-01

    This article presents and analyzes policies in identification and provisions in England with respect to gifted education. England has developed a national policy to provide services to identified students. Surveys and interviews with teachers illustrate how implementation of both identification and provision policy elements were handled. Although…

  12. The Psychological Well-Being of Early Identified Gifted Children

    ERIC Educational Resources Information Center

    Kroesbergen, Evelyn H.; van Hooijdonk, Mare; Van Viersen, Sietske; Middel-Lalleman, Marieke M. N.; Reijnders, Julièt J. W.

    2016-01-01

    This study examined the psychological well-being of gifted primary school children. From a screening sample of 233 children in Grades 1 and 2 across five schools in the Netherlands, 35 children achieving high scores on two out of three selection criteria (teacher nomination, creativity, and nonverbal reasoning ability) and 34 typically developing…

  13. Man and His Environment (Environmental Workshop).

    ERIC Educational Resources Information Center

    Henderson, Paula; Dillner, Harry

    This monograph presents what was originally designed as a nine-week course in population ecology. The course guide is intended to provide the teacher and student with a basic framework for an environmental workshop. Learning objectives are not listed, based on the intent that they be developed as teachers and students interact during the workshop.…

  14. 12 CFR 205.20 - Requirements for gift cards and gift certificates.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 12 Banks and Banking 2 2011-01-01 2011-01-01 false Requirements for gift cards and gift certificates. 205.20 Section 205.20 Banks and Banking FEDERAL RESERVE SYSTEM BOARD OF GOVERNORS OF THE FEDERAL RESERVE SYSTEM ELECTRONIC FUND TRANSFERS (REGULATION E) § 205.20 Requirements for gift cards and gift...

  15. High Tech/High Touch: A Computer Education Leadership Development Workshop. Second Edition.

    ERIC Educational Resources Information Center

    Moursund, David

    This document contains materials and suggested activities for use in a 5-day workshop on leadership development for instructional computer coordinators, computer education teachers, workshop leaders, teachers of teachers, and other people who play a leadership role in the workshop format in small group discussions, together with sharing and…

  16. 29 CFR 541.303 - Teachers.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... public schools are not uniform in requiring a certificate for employment as an elementary or secondary...: Regular academic teachers; teachers of kindergarten or nursery school pupils; teachers of gifted or... activities are a recognized part of the schools' responsibility in contributing to the educational...

  17. 29 CFR 541.303 - Teachers.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... public schools are not uniform in requiring a certificate for employment as an elementary or secondary...: Regular academic teachers; teachers of kindergarten or nursery school pupils; teachers of gifted or... activities are a recognized part of the schools' responsibility in contributing to the educational...

  18. 29 CFR 541.303 - Teachers.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... public schools are not uniform in requiring a certificate for employment as an elementary or secondary...: Regular academic teachers; teachers of kindergarten or nursery school pupils; teachers of gifted or... activities are a recognized part of the schools' responsibility in contributing to the educational...

  19. The Reform Movement and the Quiet Crisis in Gifted Education.

    ERIC Educational Resources Information Center

    Renzulli, Joseph S.; Reis, Sally M.

    1991-01-01

    Gifted education faces a quiet crisis as reform movements focus on cosmetic administrative changes in school organization and management rather than interaction among teachers, students, and the material to be learned. Two goals of American education are presented: providing the best possible education to promising students and improving the…

  20. Gifted Education Communicator, 2001.

    ERIC Educational Resources Information Center

    Gosfield, Margaret, Ed.

    2001-01-01

    Four issues of this periodical of the California Association for the Gifted focus on: (1) issues in gifted education; (2) professional development; (3) history and social science for gifted learners; and (4) equity and excellence. Among major articles are the following: "Profoundly Gifted Guilt" (James R. Delisle); "Grouping the Gifted: Myths and…

  1. Transformation of a Former Advocate for Gifted and Talented.

    ERIC Educational Resources Information Center

    Sandoval, Pamela A.

    1995-01-01

    Challenges the Social Darwinism behind special programming for gifted and talented students, that is the notion that some are innately smarter and can learn better than others. The author argues that critical thinking can be developed in all children and discusses the importance of teachers, parents, and the learning environment in a child's…

  2. Influence of Motivation Theory and Supplemental Workshops on First-Time Passing Rates of HBCU Teacher Candidates

    ERIC Educational Resources Information Center

    Moffett, Noran L.; Frizzell, Melanie M.; Brownlee-Williams, Yolanda; Thompson, Jill M.

    2014-01-01

    The action research methodology for this study reports descriptive statistical findings from the performance of 19 Early Childhood Education African American teacher candidates matriculating through a state-approved program at an HBCU. Researcher-moderators provided a treatment plan of focused summer workshops, conceptualized based upon the…

  3. Productive Thinking of Gifted Children in Classroom Interaction. CEC Research Monograph Series B, Number B-5.

    ERIC Educational Resources Information Center

    Gallagher, James J.; And Others

    A research project attempted to identify and classify productive thought processes of gifted junior high school students and their teachers. Subjects were 176 gifted high achieving students of both sexes with a verbal IQ range of 127.21 to 136.35, a nonverbal IQ range of 122.88 to 134.59, and a chronological age range of 12.50 to 14.63 years. The…

  4. Li'l Red Schoolhouse workshops

    NASA Technical Reports Server (NTRS)

    1993-01-01

    Education specialists at Stennis conduct staff development workshops for elementary and secondary teachers of math, science and technology and other subjects as well as specialized workshops conducted in the NASA Li'l Red Schoolhouse.

  5. Successfully Engaging Scientists in NASA Education and Public Outreach: Examples from a Teacher Professional Development Workshop Series and a Planetary Analog Festival

    NASA Astrophysics Data System (ADS)

    Jones, A. P.; Hsu, B. C.; Bleacher, L.; Shaner, A. J.

    2014-12-01

    The Lunar Workshops for Educators are a series of weeklong workshops for grade 6-9 science teachers focused on lunar science and exploration, sponsored by the Lunar Reconnaissance Orbiter (LRO). These workshops have been held across the country for the past five years, in places underserved with respect to NASA workshops and at LRO team member institutions. MarsFest is a planetary analog festival that has been held annually in Death Valley National Park since 2012, made possible with support from the Curiosity (primarily the Sample Analysis at Mars) Education and Public Outreach team, NASA's Ames Research Center, NASA's Goddard Space Flight Center, the SETI Institute, and Death Valley National Park. Both the Lunar Workshops for Educators and MarsFest rely strongly on scientist engagement for their success. In the Lunar Workshops, scientists and engineers give talks for workshop participants, support facility tours and field trips, and, where possible, have lunch with the teachers to interact with them in a less formal setting. Teachers have enthusiastically appreciated and benefited from all of these interactions, and the scientists and engineers also provide positive feedback about their involvement. In MarsFest, scientists and engineers give public presentations and take park visitors on field trips to planetary analog sites. The trips are led by scientists who do research at the field trip sites whenever possible. Surveys of festival participants indicate an appreciation for learning about scientific research being conducted in the park from the people involved in that research, and scientists and engineers report enjoying sharing their work with the public through this program. The key to effective scientist engagement in all of the workshops and festivals has been a close relationship and open communication between the scientists and engineers and the activity facilitators. I will provide more details about both of these programs, how scientists and engineers

  6. Teachers and Their Use of Educational Technology. Report of a Regional Training Workshop (Seoul, South Korea, September 16-27, 1985).

    ERIC Educational Resources Information Center

    United Nations Educational, Scientific, and Cultural Organization, Bangkok (Thailand). Regional Office for Education in Asia and the Pacific.

    The workshop described in this report focused on uses of educational technology in the training and upgrading of teachers and on promoting the use of appropriate educational technology techniques by teachers. Experiences in the use of educational technology are described for each of the participating nations, i.e., Bangladesh, India, Indonesia,…

  7. #ClimateEdCommunity : Field Workshops Bring Together Teachers and Researchers to Make Meaning of Science and Classroom Integration

    NASA Astrophysics Data System (ADS)

    Bartholow, S.; Warburton, J.; Wood, J. H.; Steiner, S. M.

    2015-12-01

    Seeing Understanding and Teaching: Climate Change in Denali is a four-day immersive teacher professional development course held in Denali National Park. Developed through three partner organizations, the course aims to develop teachers' skills for integrating climate change content into their classrooms. This presentation aims to share tangible best practices for linking researchers and teachers in the field, through four years of experience in program delivery and reported through a published external evaluation. This presentation will examine the key aspects of a successful connection between teachers, researchers, science, and classrooms: (1) Inclusion of teacher leaders, (2) dedicated program staff, (3) workshop community culture, and will expose barriers to this type of collaboration including (1) differences in learning style, (2) prior teaching experience, (3) existing/scaffolding understanding of climate change science, and (4) accessibility of enrollment and accommodations for the extended learning experience. Presentation Content Examples:Participants overwhelmingly value the deep commitment this course has to linking their field experience to the classroom attributing to the role of a teacher-leader; an expert science teacher with first-hand field research experience in the polar regions. The goal of including a teacher-leader is to enhance translatability between fieldwork and the classroom. Additionally, qualitative aspects of the report touches on the intangible successes of the workshop such as: (1) the creation of a non-judgmental learning atmosphere, (2) addressing accessibility to science learning tools in rural and under-served communities, (3) defining successful collaboration as making meaning together through exploratory questioning while in the field (4) discussed the social and cultural implications of climate change, and the difficulty of navigating these topics in educational and/or multicultural spaces. Next Steps? Create a #Climate

  8. Are gifted adolescents more satisfied with their lives than their non-gifted peers?

    PubMed Central

    Bergold, Sebastian; Wirthwein, Linda; Rost, Detlef H.; Steinmayr, Ricarda

    2015-01-01

    Studies investigating the life satisfaction of intellectually gifted and non-gifted students are scarce and often suffer from methodological shortcomings. We examined the life satisfaction of gifted and non-gifted adolescents using a rather unselected sample of N = 655 German high-school students (n = 75 gifted), adequate comparison groups of non-gifted students, and a clear definition of giftedness (general intelligence g > 2 SD above the mean). There was no difference in life satisfaction between gifted and non-gifted adolescents (d < |0.1|). Girls reported somewhat lower life satisfaction scores than boys (d = 0.24). However, this result was not specific to giftedness but was instead found across the entire sample. Thus, gifted girls were not found to be especially unsatisfied with their lives. Our findings support previous research showing that giftedness is not a risk factor for impaired psycho-social well-being of boys or girls. PMID:26539152

  9. Physics Teacher SOS: Supporting New Teachers without Pushing an Agenda

    ERIC Educational Resources Information Center

    Baird, Dean

    2013-01-01

    Few workshops for teachers focus primarily on instruction methods for basic high school physics. In Northern California, Physics Teacher SOS (PTSOS) has gained popularity doing just that. PTSOS workshops are directed toward early-career science teachers, though veterans are welcome too. The program is not influenced by scientific supply companies,…

  10. Rethinking the Reading-Writing Workshop: Tensions and Negotiations between a Stephen King Reader and Her Teacher.

    ERIC Educational Resources Information Center

    Chandler, Kelly

    2000-01-01

    Explores the participation in reading-writing workshops of students who consider reading to be an important part of their lives. Finds students who are engaged readers of fiction bring a set of expectations that differ from their teachers' and from students who do not read regularly for pleasure. (NH)

  11. Fostering Academic Creativity in Gifted Students. ERIC Digest #E484.

    ERIC Educational Resources Information Center

    Torrance, E. Paul; Goff, Kathy

    This digest describes academic creativity and offers suggestions for its development in gifted students. Creative learning and learning by authority are contrasted and examples of each are given. The naturally creative behavior of young children is noted. Among suggestions offered to teachers are: respect the unusual questions of children; show…

  12. Teaching Gifted Students Social Sciences in Grades Seven Through Nine.

    ERIC Educational Resources Information Center

    California State Dept. of Education, Sacramento. Office of Curriculum Services.

    Intended for use by teachers, consultants and administrators, the booklet discusses social science instruction for gifted students in grades 7-9. An introductory section provides an overview of goals and parameters of the social sciences (psychology, sociology, and anthropology). The scientific research process is described in terms of five steps,…

  13. Writing Strategies for Gifted Children. Learning Package No. 45.

    ERIC Educational Resources Information Center

    Hyslop, Nancy; Smith, Carl, Comp.

    Originally developed as part of a project for the Department of Defense Schools (DoDDS) system, this learning package on writing strategies for gifted children is designed for teachers who wish to upgrade or expand their teaching skills on their own. The package includes an overview of the project; a comprehensive search of the ERIC database; a…

  14. Reading Programs for Gifted Readers. Learning Package No. 28.

    ERIC Educational Resources Information Center

    Collins, Norma, Comp.; Smith, Carl, Ed.

    Originally developed as part of a project for the Department of Defense Schools (DoDDS) system, this learning package on reading programs for gifted readers is designed for teachers who wish to upgrade or expand their teaching skills on their own. The package includes an overview of the project; a comprehensive search of the ERIC database; a…

  15. Teaching Gifted Students Literature in Grades Seven through Nine.

    ERIC Educational Resources Information Center

    Covey, Barbara L.

    Prepared for use by teachers of mentally gifted students in grades 7 through 9, the booklet offers a curriculum design for the teaching of literature. Considered is the difficult developmental stage in late childhood and early adolescence when children begin to assert their roles as individuals and often have no adult model other than the friendly…

  16. Teachers' Perceptions of Curriculum Modification for Students Who Are Gifted.

    ERIC Educational Resources Information Center

    Ehlers, Kristy; Montgomery, Diane

    Differentiating instruction for diverse learners means planning and implementing curriculum based on each student's level of readiness. Appropriate curriculum development for gifted and talented students involves differentiation of content, teaching and learning strategies, and student products in a student-centered environment. A study used Q…

  17. Rethinking Gifted Education. Education and Psychology of the Gifted Series.

    ERIC Educational Resources Information Center

    Borland, James H., Ed.

    The 15 essays in this collection examine and challenge the assumptions and beliefs underlying the theory and practice of gifted education today. Essays are grouped into three sections which consider first, reconceptualizations of giftedness; second, gifted education and equity; and third, the practice of gifted education (identification,…

  18. An A+ Teaching Model for Serving K-12 Gifted Students in a Technologically Rich Environment

    ERIC Educational Resources Information Center

    Maynard, Brandi

    2012-01-01

    Experts in the field have had a difficult time finding a conclusive set of attributes of high-quality gifted teachers using collaborative technology. The purpose of this multiple, exploratory case study was to examine the views of selected educators regarding the teacher characteristics and technology most relevant to the development of shared…

  19. The Effect of Using Writer's Workshop Approach on Developing Basic Writing Skills (Mechanics of Writing) of Prospective Teachers of English in Egypt

    ERIC Educational Resources Information Center

    Salem, Ashraf Atta M. S.

    2013-01-01

    The present study aimed at investigating the effects of using a program based on the writing workshop approach on developing basic writing skills of prospective teachers of English in Hurgada faculty of Education. For that purpose, the researcher constructed and validated a teaching program based on the writing workshop approach, checklist of the…

  20. An Examination of Attitudes and Actions of Regular Classroom and Gifted Teachers toward Differentiating for Gifted Learners Involved in a Pullout Gifted Program

    ERIC Educational Resources Information Center

    Logan, Melissa N.

    2011-01-01

    Bridging the gap in student performance has changed the teaching practice in classrooms across America. Educators have the responsibility to teach all learners. There is a need for instruction to be tailored to boost the higher-level achievers and balance the gaps. This study examined the attitudes and actions of regular and gifted teachers…

  1. The ECCO Logo Project: Materials for Classroom Teachers and Teacher Trainers.

    ERIC Educational Resources Information Center

    Tempel, Michael; And Others

    In the fall of 1985, the Educational Computer Consortium of Ohio (ECCO) presented an extensive series of workshops on Logo. The workshops were divided into two categories: those for teacher-trainers and those for classroom teachers. This booklet presents materials developed by a core of five participants in the workshops for trainers using Logo…

  2. Graduate Research Reports, Master of Arts in Gifted/Creative/Talented Education. Masters' Papers: No. 1 through No. 13. Volume One.

    ERIC Educational Resources Information Center

    Rogers, Karen B.; And Others

    This publication marks the first volume of what is intended to be an annual showcase of outstanding research papers from the College of St. Thomas' (Minnesota) Masters of Arts in Gifted/Creative/Talented Education program. Section 1 focuses on gifted programs and teachers' perceptions, and includes "Taking Care of the Affective Needs of…

  3. An Observational Study of Instructional and Curricular Practices Used with Gifted and Talented Students in Regular Classrooms. Research Monograph 93104.

    ERIC Educational Resources Information Center

    Westberg, Karen L.; And Others

    This report describes one part of the Classroom Practices Study, focusing on systematic observations of gifted and talented students in 46 third and fourth grade classrooms. The observations were designed to determine if and how teachers meet the needs of gifted and talented students in regular classroom settings. The Classroom Practices Record…

  4. READING FOR THE GIFTED--GUIDED EXTENSION OF READING SKILLS THROUGH LITERATURE. PART 1, APPRECIATING THE CONTRIBUTIONS OF ONE AUTHOR...

    ERIC Educational Resources Information Center

    CURTIS, ALICE; AND OTHERS

    THIS TEACHING GUIDE IS PRESENTED TO ASSIST THE TEACHER IN WHOSE CLASSES ARE ONE OR MORE GIFTED PUPILS READING ABOVE GRADE LEVEL. DESIGNED FOR USE WITH GIFTED PUPILS AT GRADES FIVE AND SIX, PART 1 PROVIDES GUIDANCE FOR TEACHING THE CONTRIBUTIONS OF ONE AUTHOR TO CHILDREN'S LITERATURE. THE METHOD USES THREE GROUPINGS OF BOOKS. THE "A"…

  5. Teacher training

    NASA Image and Video Library

    2012-06-14

    Mississippi educators participated in a variety of hands-on activities, including rocketry, robotics, and NASA's BEST (Beginning Engineering, Science, and Technology) during a pair of during a pair of professional development workshops conducted by Stennis Space Center educators in June. On June 14, Stennis educators presented workshops to 96 kindergarten-through-12th-grade science teachers and eight Jackson State University faculty, as part of JSU's Project MAST (Mississippi Academy for Science Teaching) Project. On June 21, educators presented workshops in Starkville to 43 fourth-through-eighth-grade science teachers as part of Mississippi State University's Advancing Teachers of Middle School Science initiative.

  6. 25 CFR 39.115 - How are eligible gifted and talented students identified and nominated?

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... gifted and talented designation using the criteria in § 39.114 by any of the following: (1) A teacher or... performances (e.g., artists, musicians, poets, historians, etc.); (5) Interviews or observations; or (6...

  7. 25 CFR 39.115 - How are eligible gifted and talented students identified and nominated?

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... gifted and talented designation using the criteria in § 39.114 by any of the following: (1) A teacher or... performances (e.g., artists, musicians, poets, historians, etc.); (5) Interviews or observations; or (6...

  8. 25 CFR 39.115 - How are eligible gifted and talented students identified and nominated?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... gifted and talented designation using the criteria in § 39.114 by any of the following: (1) A teacher or... performances (e.g., artists, musicians, poets, historians, etc.); (5) Interviews or observations; or (6...

  9. 25 CFR 39.115 - How are eligible gifted and talented students identified and nominated?

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... gifted and talented designation using the criteria in § 39.114 by any of the following: (1) A teacher or... performances (e.g., artists, musicians, poets, historians, etc.); (5) Interviews or observations; or (6...

  10. 25 CFR 39.115 - How are eligible gifted and talented students identified and nominated?

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... gifted and talented designation using the criteria in § 39.114 by any of the following: (1) A teacher or... performances (e.g., artists, musicians, poets, historians, etc.); (5) Interviews or observations; or (6...

  11. An Application of Multivariate Generalizability in Selection of Mathematically Gifted Students

    ERIC Educational Resources Information Center

    Kim, Sungyeun; Berebitsky, Dan

    2016-01-01

    This study investigates error sources and the effects of each error source to determine optimal weights of the composite score of teacher recommendation letters and self-introduction letters using multivariate generalizability theory. Data were collected from the science education institute for the gifted attached to the university located within…

  12. Recruitment Is Not Enough: Retaining African American Students in Gifted Education

    ERIC Educational Resources Information Center

    Moore, James L., III; Ford, Donna Y.; Milner, H. Richard

    2005-01-01

    In public school systems all around the country, educators--teachers, counselors, and administrators--have made significant progress in identifying and recruiting diverse populations in gifted and enrichment programs. Despite the efforts, too many African American students and other students of color (e.g., Hispanic Americans and Native Americans)…

  13. Deferred Gift Reporting.

    ERIC Educational Resources Information Center

    Munger, Peter L.; Ridenour, James F.

    1983-01-01

    Information on three categories of deferred gifts, deferred gift valuation, and reporting on deferred gifts are presented, based on the NACUBO publication entitled "Management Reporting Standards for Educational Institutions: Fund Raising and Related Activities." In addition, a summary is presented of the results of a 1982 informal…

  14. The Gifted Rating Scales-School Form: An Analysis of the Standardization Sample Based on Age, Gender, Race, and Diagnostic Efficiency

    ERIC Educational Resources Information Center

    Pfeiffer, Steven I.; Jarosewich, Tania

    2007-01-01

    This study analyzes the standardization sample of a new teacher rating scale designed to assist in the identification of gifted students. The Gifted Rating Scales-School Form (GRS-S) is based on a multidimensional model of giftedness. Results indicate no age or race/ethnicity differences on any of the scales and small but significant differences…

  15. Developing workshop module of realistic mathematics education: Follow-up workshop

    NASA Astrophysics Data System (ADS)

    Palupi, E. L. W.; Khabibah, S.

    2018-01-01

    Realistic Mathematics Education (RME) is a learning approach which fits the aim of the curriculum. The success of RME in teaching mathematics concepts, triggering students’ interest in mathematics and teaching high order thinking skills to the students will make teachers start to learn RME. Hence, RME workshop is often offered and done. This study applied development model proposed by Plomp. Based on the study by RME team, there are three kinds of RME workshop: start-up workshop, follow-up workshop, and quality boost. However, there is no standardized or validated module which is used in that workshops. This study aims to develop a module of RME follow-up workshop which is valid and can be used. Plopm’s developmental model includes materials analysis, design, realization, implementation, and evaluation. Based on the validation, the developed module is valid. While field test shows that the module can be used effectively.

  16. Regular Classroom Teachers' Recognition and Support of the Creative Potential of Mildly Gifted Mathematics Learners

    ERIC Educational Resources Information Center

    Mhlolo, Michael Kainose

    2017-01-01

    Post independent reforms in South Africa moved from separate education for the gifted learners to inclusive education in regular classrooms. A specific concern that has been totally ignored since then is whether or not the regular classroom would expand or limit the gifted child's creativity. This study aimed at investigating the extent to which…

  17. Identifying Emotional and Behavioral Risk among Gifted and Nongifted Children: A Multi-Gate, Multi-Informant Approach

    ERIC Educational Resources Information Center

    Eklund, Katie; Tanner, Nick; Stoll, Katie; Anway, Leslie

    2015-01-01

    The purpose of the current investigation was to compare 1,206 gifted and nongifted elementary students on the identification of emotional and behavioral risk (EBR) as rated by teachers and parents using a multigate, multi-informant approach to assessment. The Parent and Teacher Behavioral Assessment System for Children, Second Edition (BASC-2) and…

  18. Chemistry Outreach Project to High Schools Using a Mobile Chemistry Laboratory, ChemKits, and Teacher Workshops

    ERIC Educational Resources Information Center

    Long, Gary L.; Bailey, Carol A.; Bunn, Barbara B.; Slebodnick, Carla; Johnson, Michael R.; Derozier, Shad

    2012-01-01

    The Chemistry Outreach Program (ChOP) of Virginia Tech was a university-based outreach program that addressed the needs of high school chemistry classes in underfunded rural and inner-city school districts. The primary features of ChOP were a mobile chemistry laboratory (MCL), a shipping-based outreach program (ChemKits), and teacher workshops.…

  19. Analysis of Design and Delivery of Critical Incident Workshops for Elementary School English as a Foreign Language Teachers in Community of Practice

    ERIC Educational Resources Information Center

    Chien, Chin-Wen

    2018-01-01

    Language teachers can uncover new understanding of the teaching and learning process through reflecting on critical incidents [Richard, J.C., and T.S.C. Farrell. 2005. "Professional Development for Language Teachers." New York, NY: Cambridge University Press]. Based on the data analysis of workshop handouts, observation notes, and…

  20. Why Try? Factors that Differentiate Underachieving Gifted Students from High Achieving Gifted Students.

    ERIC Educational Resources Information Center

    McCoach, D. Betsy; Siegle, Del

    This report discusses the outcomes of a study that investigated the relationship between student scores on the five sub-scales of the School Attitude Assessment Survey-Revised (SAAS-R) and the academic achievement of known groups of gifted achievers and gifted underachievers. The study examined whether gifted achievers and gifted underachievers…

  1. Connecting High School and University Teachers in National and International Contexts: Perspectives from the 2012 Bangalore Workshop of the AAG-CGGE

    ERIC Educational Resources Information Center

    Basu, Pratyusha; Pawson, Eric; Akhter, Majed; Palmer, David; Mervine, Valerie M.

    2014-01-01

    This paper focuses on the Center for Global Geography Education teaching workshop held in Bangalore, India, in March 2012 which served as a collaborative forum linking geography teachers in secondary and higher education in the USA and India. It considers the inclusion of the Advanced Placement Human Geography teachers from the USA and the…

  2. Activities for Teaching the Gifted Across the Curriculum. 1985 Summer Institute.

    ERIC Educational Resources Information Center

    1985

    The document presents a collection of projects developed by teachers enrolled in a 3-week summer institute on teaching various curriculum areas to gifted students. Outlines of 11 projects begin with brief descriptive information on project title, developer(s), grade level, curriculum area, and project duration. The following projects are…

  3. Project Talented and Gifted, End of Grant Report. (ESEA Title III) Appendix IV: Part 2 of Two Bindings.

    ERIC Educational Resources Information Center

    1977

    Presented is a collection of instructional program units, or mini-workshops, developed by the coordinators and resource personnel working in Project Talented and Gifted and used by students participating in the project at the elementary and secondary level. Sections on each topic usually cover objectives and outlines of each session in the…

  4. Georgia Teachers in Academic Laboratories: Research Experiences in the Geosciences

    NASA Astrophysics Data System (ADS)

    Barrett, D.

    2005-12-01

    The Georgia Intern-Fellowships for Teachers (GIFT) is a collaborative effort designed to enhance mathematics and science experiences of Georgia teachers and their students through summer research internships for teachers. By offering business, industry, public science institute and research summer fellowships to teachers, GIFT provides educators with first-hand exposure to the skills and knowledge necessary for the preparation of our future workforce. Since 1991, GIFT has placed middle and high school mathematics, science and technology teachers in over 1000 positions throughout the state. In these fellowships, teachers are involved in cutting edge scientific and engineering research, data analysis, curriculum development and real-world inquiry and problem solving, and create Action Plans to assist them in translating the experience into changed classroom practice. Since 2004, an increasing number of high school students have worked with their teachers in research laboratories. The GIFT program places an average of 75 teachers per summer into internship positions. In the summer of 2005, 83 teachers worked in corporate and research environments throughout the state of Georgia and six of these positions involved authentic research in geoscience related departments at the Georgia Institute of Technology, including aerospace engineering and the earth and atmospheric sciences laboratories. This presentation will review the history and the structure of the program including the support system for teachers and mentors as well as the emphasis on inquiry based learning strategies. The focus of the presentation will be a comparison of two placement models of the teachers placed in geoscience research laboratories: middle school earth science teachers placed in a 6 week research experience and high school teachers placed in 7 week internships with teams of 3 high school students. The presentation will include interviews with faculty to determine the value of these experiences

  5. Confucian Values in Vietnamese Gifted Adolescents and Their Non-Gifted Peers

    ERIC Educational Resources Information Center

    Nguyen, Thi Minh Phuong; Jin, Putai; Gross, Miraca U. M.

    2013-01-01

    The present study aims to examine the similarities and differences between Vietnamese intellectually gifted adolescents and their age-peers not identified as gifted in the adoption of traditional Confucian values and related levels of moral reasoning. In this study, 354 high school students (180 intellectually gifted adolescents and 174 students…

  6. Cognitive Evaluation Theory: The Effects of External Rewards on Intrinsic Motivation of Gifted Students.

    ERIC Educational Resources Information Center

    Rogers, Brenda T.

    1985-01-01

    E. Deci's cognitive evaluation theory, which suggests that external rewards undermine intrinsic interest in an activity, is applied to the decline of instrinsic motivation in gifted students. Implications for feedback, rewards, and teacher role are noted. (CL)

  7. Establishing Positive Relationships with Secondary Gifted Students and Students with Emotional/ Behavioural Disorders: Giving These Diverse Learners What They Need

    ERIC Educational Resources Information Center

    Capern, Trevor; Hammond, Lorraine

    2014-01-01

    The relationships between teachers and their students play a vital role in the creation of positive learning outcomes and environments for all learners, but particularly for those individuals with diverse needs. This study examined the teacher behaviours that contributed to positive student-teacher relationships with gifted secondary students (GS)…

  8. The Impact of Economics Workshops for Elementary School Teachers on the Economic Understanding of Their Pupils.

    ERIC Educational Resources Information Center

    Dawson, George G.; Davison, Donald D.

    A group of 34 experimental and 45 control teachers provided data on 1,866 pupils in 75 different classrooms in 24 communities in the United States to determine the extent to which the workshop training provided for recipients of the Sears-Roebuck Foundation Fellowships in the summer of 1972 affected the economic understanding of their pupils.…

  9. PEGASUS: Providing Enrichment for the Gifted: Adapting Selected Units of Study.

    ERIC Educational Resources Information Center

    Lewis, Christine L.; And Others

    The document is designed to assist teachers in modifying instruction to meet the special needs of high ability students, to help educators in effective organization of their plans for individualizing instruction, and to provide information on individualizing an educational program for gifted students. The format is set up so that it describes a…

  10. Scenario Problem Solving: A Measure of the Quality of Gifted Students' Thinking

    ERIC Educational Resources Information Center

    Munro, John K.

    2015-01-01

    Teachers continue to face the challenge of identifying efficaciously gifted students' learning capacity in its multiple forms. While most educators acknowledge its multidimensional characteristics, the protocols used to identify it are frequently evaluated as unnecessarily restrictive. This study investigates an assessment tool that could…

  11. Why Identify Gifted Children?

    ERIC Educational Resources Information Center

    Congdon, Peter

    1985-01-01

    Emphasizes need to systematically identify gifted children. Defines the term "gifted" and considers three groups in detail: children of high intelligence, children of high academic aptitude, and talented children. Offers strategy for educational diagnosis of gifted children. (DST)

  12. Choices for Challenge: SAGE--The Society for the Advancement of Gifted Education Conference Proceedings (2nd, Edmonton, Alberta, Canada, September 26-28, 1991).

    ERIC Educational Resources Information Center

    Calgary Univ. (Alberta). Centre for Gifted Education.

    This monograph contains the conference proceedings of the 1991 conference of the Society for the Advancement of Gifted Education, held in Calgary, Alberta. The papers have the following titles and authors: "Experiencing Creativity in Music" (Loretta Baker); "Students Who are Hearing Impaired and Gifted: Teachers' Perspectives" (Mary Ann Bibby);…

  13. Teaching appropriate interactions with pharmaceutical company representatives: the impact of an innovative workshop on student attitudes.

    PubMed

    Wofford, James L; Ohl, Christopher A

    2005-02-08

    Pharmaceutical company representatives (PCRs) influence the prescribing habits and professional behaviour of physicians. However, the skills for interacting with PCRs are not taught in the traditional medical school curriculum. We examined whether an innovative, mandatory workshop for third year medical students had immediate effects on knowledge and attitudes regarding interactions with PCRs. Surveys issued before and after the workshop intervention solicited opinions (five point Likert scales) from third year students (n = 75) about the degree of bias in PCR information, the influence of PCRs on prescribing habits, the acceptability of specific gifts, and the educational value of PCR information for both practicing physicians and students. Two faculty members and one PCR led the workshop, which highlighted typical physician-PCR interactions, the use of samples and gifts, the validity and legal boundaries of PCR information, and associated ethical issues. Role plays with the PCR demonstrated appropriate and inappropriate strategies for interacting with PCRs. The majority of third year students (56%, 42/75) had experienced more than three personal conversations with a PCR about a drug product since starting medical school. Five percent (4/75) claimed no previous personal experience with PCRs. Most students (57.3%, 43/75) were not aware of available guidelines regarding PCR interactions. Twenty-eight percent of students (21/75) thought that none of the named activities/gifts (lunch access, free stethoscope, textbooks, educational CD-ROMS, sporting events) should be restricted, while 24.0% (8/75) thought that students should be restricted only from sporting events. The perceived educational value of PCR information to both practicing physicians and students increased after the workshop intervention from 17.7% to 43.2% (chi square, p = .0001), and 22.1% to 40.5% (p = .0007), respectively. Student perceptions of the degree of bias of PCR information decreased from 84

  14. A Reflection: Trials in Using Digital Storytelling Effectively with the Gifted

    ERIC Educational Resources Information Center

    Kieler, Lynda

    2010-01-01

    In this article, the author shares her experience of using digital storytelling in her class of gifted learners and discusses the benefits it has for both students and teachers. Technology is becoming an integral part of the educational realm. In an effort to blend technology with education, the author took on the challenge of digital storytelling…

  15. Pre- and In-Service Teachers' Perceptions of Learning through Research Workshops in a Hispanic-Serving Institution in USA: A Review of Two Years' Accumulative Data

    ERIC Educational Resources Information Center

    Lu, Ming-Tsan P.; Shin, Yousun; Overton, Terry

    2016-01-01

    The purpose of the study was to report the analysis results of two-year accumulative data from Research Academy workshops held for pre-service and in-service teachers in a southern state Hispanic-Serving Institution. Graduate students' perceptions of learning through these professional development workshops were reported. Statistical analyses were…

  16. Half a Gift Is Not Half-Hearted: A Giver-Receiver Asymmetry in the Thoughtfulness of Partial Gifts.

    PubMed

    Kupor, Daniella; Flynn, Frank; Norton, Michael I

    2017-12-01

    Four studies document an asymmetry in givers' and receivers' evaluations of gifts: Givers underestimate the extent to which receivers perceive partial (but more desirable) gifts to be thoughtful, valuable, and worthy of appreciation. Study 1 documents this asymmetry and suggests that givers underestimate the extent to which partial gifts signal thoughtfulness to receivers. Study 2 replicates this asymmetry in the context of a real gift exchange among friends. Study 3 shows that this asymmetry arises because givers believe that purchasing partial gifts is a greater violation of gift-giving norms than do receivers, leading givers to expect that partial gifts will damage receivers' perceptions of a gift's value. Study 4 offers an intervention that induces givers to select the (partial) gifts that receivers prefer more than givers expect: framing a gift's separate components as complete units.

  17. Developing Gifted Programs in Science.

    ERIC Educational Resources Information Center

    Consuegra, Gerard F.

    The paper explores the needs of gifted students with exceptional interests and talents in science. General characteristics of gifted students are listed, as are characteristics of the gifted in science (including questing, personal drive, and an enjoyment of numbers). A multidimensional gifted identification process is reviewed, and the lack of…

  18. Teaching Reading: 3-5 Workshop

    ERIC Educational Resources Information Center

    Annenberg Media, 2005

    2005-01-01

    This video workshop with auxiliary classroom videos will show intermediate elementary teachers how to help their students transition from "learning to read" to "reading to learn." Eight half-hour workshop video programs feature leading experts who discuss current research on learning to read and teaching a diverse range of students. The research…

  19. Experiences and Concepts Related to Gifted Education and Talent Development in Switzerland

    ERIC Educational Resources Information Center

    Mueller-Oppliger, Victor

    2010-01-01

    This article provides a summary of efforts and projects related to the provision of gifted students and talent development in Swiss schools and with partners in the German speaking Central Europe. In the first part, relevant activities about teacher education in Switzerland based on a cooperative arrangement with the University of Connecticut will…

  20. The Empirical Validation of Cognitive Domain Characteristics in the Gifted Screening Checklist

    ERIC Educational Resources Information Center

    Dalia, Nasvytiene; Agne, Brandisauskiene

    2013-01-01

    The identification of gifted children is an interactive procedure consisting of two consecutive steps--screening for above-average cognitive abilities, followed by their monitoring. Teacher nomination is among the most widely used methods of screening. However, it is not free from bias. The analysis of screening criteria is of prime importance for…

  1. Examination of a Strategy for Maximizing Teacher Implementation of Workshop Learning Experiences through the Use of Electronic Conferencing.

    ERIC Educational Resources Information Center

    Lowell Univ., MA.

    This research project was designed to evaluate the synergistic effects of linking workshops for science teachers with electronic conferencing. The rationale for this study was that these two methods of professional development and communication would have an impact beyond that which either would have alone. Included are the abstract, a description…

  2. Legal Update of Gifted Education

    ERIC Educational Resources Information Center

    Zirkel, Perry A.

    2016-01-01

    This update of the legislation/regulations and case law specific to pre-K-12 gifted students since a cluster of publications in 2004-2005 primarily focuses on the "gifted alone" category, with only secondary attention to twice-exceptional and other students in the "gifted plus" category. For the gifted-alone category, the…

  3. E-BEST Principles: Infusing Technology into the Writing Workshop

    ERIC Educational Resources Information Center

    Coskie, Tracy L.; Hornof, M. Michelle

    2013-01-01

    As teachers work to move their writing workshop into the 21st century and to help students meet new standards expectations, they are ramping up their use of technology. This article lays out a set of guiding principles (E-BEST) to help teachers make reflective choices, so that the digital technologies in their workshops will enhance and extend…

  4. A Complex Quest: The Development and Research of Underachievement Interventions for Gifted Students

    ERIC Educational Resources Information Center

    Rubenstein, Lisa Davia; Siegle, Del; Reis, Sally M.; Mccoach, D. Betsy; Burton, Meredith Greene

    2012-01-01

    The seeming lack of motivation of many academically gifted students is an area of frustration and concern for many parents, teachers, and psychologists. This article explores two studies in which researchers designed interventions to improve academic achievement. Both interventions were created using the Achievement-Orientation Model. The first…

  5. Gifted 101: Unlocking the Mystery of Academically Gifted Education

    ERIC Educational Resources Information Center

    Councill, Kimberly H.; Fiedler, Lynn

    2017-01-01

    Academically gifted learners can both thrive and struggle in our music classrooms. This article offers a detailed approach to defining, recognizing, and meaningfully teaching gifted learners in the music classroom while providing differentiation ideas that can benefit all learners. In-depth discussion and examples of contracts, tiered instruction,…

  6. Losing Our Favorite Teacher

    ERIC Educational Resources Information Center

    Bigelow, Bill

    2010-01-01

    Howard Zinn was a brilliant teacher, a passionate activist, and a warm and generous friend. His most influential work, "A People's History of the United States," was a gift to teachers everywhere--an eloquent anti-textbook that pointed the way to an approach to the past that was at once angry, passionate, and hopeful. Corporate textbooks…

  7. A Delphi study: Practitioners' perceptions of how the science curriculum is differentiated for academically gifted students at the middle school level

    NASA Astrophysics Data System (ADS)

    Kelley, Jean Mary

    The purpose of this study was to identify, analyze, and compare the perceptions of selected district science educators and teachers of middle school science students regarding the following issues: (1) Current methods of differentiating science instruction for gifted middle school students. (2) Strengths of the current methods of differentiating science instruction for gifted middle school students. (3) Weaknesses of the current methods of differentiating science instruction for gifted middle school students. (4) The types of training/experience needed to prepare teachers to effectively differentiate science instruction for gifted middle school students. (5) The steps need to develop an effective differentiated science program at the middle school level. (6) Trends for the future development of differentiated science programs at the middle school level. The panel of educators was identified using the Delphi technique and asked to participate in the study by responding to the research questions. The responses to the first round were condensed into two lists of discrete statements, and in the second round, each group of panelists was asked to rank each statement on a Likert scale. A third round was sent to each group of panel members showing the median and interquartile ranges of the second round. Panelists could adjust their responses based on the results of the second round. The analysis of the data was computed using the computer program Statistics Package for the Social Sciences. Based on the data obtained, the following results and conclusions were determined. The coordinators and the teachers both considered training of teachers, strategies for differentiation, and future trends to be the most important considerations. The areas with the most differences were those dealing with the current methods of differentiating science instruction at the middle school level. There were several limitations identified in this study. Among them were the makeup of the sample

  8. The Effectiveness of a Two-Day Inclusion Workshop on Teachers' Attitudes, Understanding, and Competence in Inclusive Education

    ERIC Educational Resources Information Center

    Sunardi; Maryardi; Sugini

    2014-01-01

    The previously UNESCO initiated policy of inclusive education has been adopted by the Indonesian government since 2003. As a new policy, inclusion will require many changes in the existing system of education which tends to be segregative. This research investigated the effects of a two-day workshop on parents attitudes, teachers' competence and…

  9. Is Giftedness Truly a Gift?

    ERIC Educational Resources Information Center

    Davidson, Janet E.

    2012-01-01

    This article examines whether giftedness is actually a gift for those who receive it. The following attributes of a true gift are described as: (1) an understanding of what the gift is and who owns it; (2) realizing that it needs maintenance; (3) knowing what to do with the gift; (4) the giver expects nothing in return; and (5) the receiver…

  10. What Works in Gifted Education-Documenting the Model-Based Curriculum for Gifted Students

    ERIC Educational Resources Information Center

    Oh, Sarah; Hailey, Emily; Azano, Amy; Callahan, Carolyn; Moon, Tonya

    2012-01-01

    The heart of effective programming for gifted services lies in the development of curricula that will challenge and enhance learning outcomes for gifted students. Educators have voiced concerns about the lack of differentiated curricula and instruction in gifted classrooms and the paucity of empirical evidence to support their effectiveness for…

  11. Put on Your Dancing Shoes! Choreographing Positive Partnerships with Parents of Gifted Children.

    ERIC Educational Resources Information Center

    Riley, Tracy L.

    1999-01-01

    Uses the analogy of dance to discuss development of positive relationships between teachers and parents of gifted children. Emphasis is on providing parents with necessary information, overcoming barriers to true partnerships, and rules of thumb for implementing the partnership on an ongoing basis, such as following the golden rule in…

  12. Program for the Gifted and Talented, September 1, 1976 through August 31, 1979.

    ERIC Educational Resources Information Center

    Georgia State Dept. of Education, Atlanta. Office of Instructional Services.

    Intended for teachers, the document provides a framework for developing curricula for gifted and talented students in Georgia. Section 1 offers a rationale for the curriculum framework and considers components of curriculum design. It is pointed out that by providing varied and ongoing experiences in the composite world of the learner…

  13. A Century of Gifted Education: A Reflection of Who and What Made a Difference.

    ERIC Educational Resources Information Center

    Imbeau, Marcia B.

    1999-01-01

    This article describes critical events that have shaped gifted education, including: intelligence testing, world wars, deployment of the Sputnik and resulting legislation, civil rights, the work of advocacy organizations, the study of creativity, the changing roles of women, school reform, technology and computers, and teacher effectiveness. (CR)

  14. Electronic Tutoring as a Tool for Promoting Conceptual Change: A Case Study of In-Service Science Teacher Workshops

    ERIC Educational Resources Information Center

    Stott, Angela; Case, Jennifer M.

    2014-01-01

    Electronic tutors able to respond appropriately to a user's input have been shown to be effective in improving learning in a number of contexts. This study extends this research into the context of conceptual change during in-service science teacher workshops. Quantitative data were collected from 1,049 South African grade 12 physical sciences…

  15. Rewarding the Gifted Art Teacher.

    ERIC Educational Resources Information Center

    Hurwitz, Al

    1983-01-01

    A program to reward exceptional art teachers, sponsored by the Chroma Acrylics Corporation, is described. Application procedures, conditions, award winners, and the projects they plan with the award money are covered. (IS)

  16. Gift-giving and network structure in rural China: utilizing long-term spontaneous gift records.

    PubMed

    Chen, Xi

    2014-01-01

    The tradition of keeping written records of gift received during household ceremonies in many countries offers researchers an underutilized means of data collection for social network analysis. This paper first summarizes unique features of the gift record data that circumvent five prevailing sampling and measurement issues in the literature, and we discuss their advantages over existing studies at both the individual level and the dyadic link level using previous data sources. We then document our research project in rural China that implements a multiple wave census-type household survey and a long-term gift record collection. The pattern of gift-giving in major household social events and its recent escalation is analyzed. There are significantly positive correlations between gift network centrality and various forms of informal insurance. Finally, economic inequality and competitive marriage market are among the main demographic and socioeconomic determinants of the observed gift network structure.

  17. Gift-Giving and Network Structure in Rural China: Utilizing Long-Term Spontaneous Gift Records

    PubMed Central

    Chen, Xi

    2014-01-01

    The tradition of keeping written records of gift received during household ceremonies in many countries offers researchers an underutilized means of data collection for social network analysis. This paper first summarizes unique features of the gift record data that circumvent five prevailing sampling and measurement issues in the literature, and we discuss their advantages over existing studies at both the individual level and the dyadic link level using previous data sources. We then document our research project in rural China that implements a multiple wave census-type household survey and a long-term gift record collection. The pattern of gift-giving in major household social events and its recent escalation is analyzed. There are significantly positive correlations between gift network centrality and various forms of informal insurance. Finally, economic inequality and competitive marriage market are among the main demographic and socioeconomic determinants of the observed gift network structure. PMID:25111696

  18. Teachers' Perceptions of Leadership in Young Children

    ERIC Educational Resources Information Center

    Fox, Deborah Lee

    2012-01-01

    The purpose of this research was to explore how teachers described, recognized, and would potentially influence leadership behaviors in children aged 4 to 6 years. One hundred thirty-three early childhood teachers and teachers of the gifted were surveyed using a researcher-designed instrument called the "Recognizing Leadership in Children…

  19. Opening the gift: social inclusion, professional codes and gift-giving in long-term mental healthcare.

    PubMed

    Ootes, S T C; Pols, A J; Tonkens, E H; Willems, D L

    2013-03-01

    Deinstitutionalisation has not only made the social inclusion of clients a key objective in long-term mental healthcare, it may also affect the role of the care professional. This article investigates whether the social inclusion objective clashes with other long-standing professional values, specifically when clients give gifts to care professionals. In making a typology of gifts, we compare the literature on gift-giving with professional codes for gifts and relate both to the objective of social inclusion of clients. Our typology draws on an analysis of ethnographic fieldwork carried out in 2007/2008 at a Dutch mental healthcare centre. We identify four types of gifts for professionals in long-term mental healthcare, each relating individually to professional codes and the objective of social inclusion of clients. Only the 'personal gift' directly supports social inclusion, by fostering personal relationships between professionals and clients. Acceptance of this type of gift is advocated only for long-term care professionals. We suggest that professional codes need to consider this typology of gifts, and we advocate promoting reflexivity as a means of accounting for professional behaviour in deinstitutionalised care settings.

  20. Ten years (1990--1999) of teacher workshops in Investigating and Evaluating Environmental Issues and Actions (IEEIA) curriculum: Teachers' implementation practices and perceptions

    NASA Astrophysics Data System (ADS)

    Paul, Regina J.

    This study examined the success rate of IEEIA inservice training, and attempted to identify key variables that influenced successful implementation of the IEEIA curriculum. The study used both quantitative and qualitative methods to obtain in-depth data. The total sample consisted of 251 participants; 132 usable surveys were returned resulting in a 53% response rate. The quantitative phase of the study consisted of a nine-page survey. The survey was designed to determine the effectiveness of inservice teacher training for the implementation of IEEIA, teachers' implementation, and their perceptions of the effectiveness of the inservice, the impact using IEEIA had on students and themselves, and barriers that prevented complete implementation. Additional analyses examined the relationships between use of the approach with the variables of length and type of training, and support types teachers received. The second phase analyzed both comments written by the respondents on their surveys, and eight teacher interviews. The research found that teachers perceived their workshops to be between moderately to very effective in helping them develop skills related to IEEIA and for teaching them how to implement it with students. Analyses revealed that teachers who received extended training or attended multiple inservices tended to use IEEIA more than teachers who did not. However, the number of years the teachers had been using the approach had a stronger influence for addressing the action components. Over half of the teachers had used the approach. Support after the inservice was important to implementation. The component of having students conduct an actual issue investigation was addressed the most. Fewer teachers addressed the final component of action by having their students resolve the issues they investigated. However, the teachers who fully implemented IEEIA had students who were active in their communities. Teachers perceived using the approach resulted in positive

  1. Evaluating a Newly Developed Differentiation Approach in Terms of Student Achievement and Teachers' Opinions

    ERIC Educational Resources Information Center

    Altintas, Esra; Ozdemir, Ahmet S.

    2015-01-01

    This study aims to evaluate a differentiation approach that was recently developed to teach mathematics to gifted middle school students in terms of its practice by teachers by studying the effect of the approach on achievement among both gifted and non-gifted students. From mixed research methods, the study used an explanatory design. It was…

  2. Enriching Cross Cirriculum Projects with Astronomy for Gifted Students

    NASA Astrophysics Data System (ADS)

    Burris, Debra L.

    2016-01-01

    The aim of many GT (Gifted and Talented) teachers is to provide comprehesive and long term projects to enrich cirriculum for their students rather than shorter "worksheet based" activities. Atkins Middle School has collaborated with faculty from the University of Central Arkansas over the past 9 years to create projects which span the academic year and enrich learning while emphasizing the goals of the science standards. An overview of those projects and Astronomy's role within them will be presented.

  3. Internet Investigations: Mixing Talent with Teachers and Telecommunications.

    ERIC Educational Resources Information Center

    Brown, Mark E.; Riley, Tracy L.

    1998-01-01

    Describes how teams of grade 4-9 gifted students investigated unsolved mysteries like Bigfoot, aliens and UFOs, the Loch Ness Monster, and Stonehenge to develop Internet and research skills. Highlights student observations on difficulties encountered using the Internet for research, notes student evaluation of the workshop, and provides addresses…

  4. Teaching Outside the Box: Challenging Gifted Students with Polar Sciences Without Benefit of a Science Classroom

    NASA Astrophysics Data System (ADS)

    Dooley, J.

    2013-12-01

    In the high-stakes-testing world of one-size-fits-most educational practices, it is often the needs of the most able students that are unmet, yet these high ability learners can benefit greatly from exploration in the area of polar science. With school schedules and budgets already stretched to the breaking point and Common Core (CCSS) subjects are the focus, very few resources remain for topics considered by some as unimportant. Polar and climate science are prime examples. Here, a council member of Polar Educators International and Gifted Education Teacher, shares resources and ideas to engage this unique group of students and others. She draws from experiences and knowledge gained through ANDRILL's Arise Educator program, IPY Oslo and Montreal PolarEDUCATOR workshops, and Consortium for Ocean Leadership's Deep Earth Academy. Topics include School-wide Enrichment through use of ANDRILL's Flexhibit material and participation in Antarctica Day, afterschool Deep Freeze clubs that presented in public outreach venues for polar science events at the Maryland Science Center in Baltimore and NYC's Museum of Natural History, group project work using IODP core data from Antarctica, interaction with polar scientists via Skype, and other projects.

  5. The Utility of Inquiry-Based Exercises in Mexican Science Classrooms: Reports from a Professional Development Workshop for Science Teachers in Quintana Roo, Mexico

    NASA Astrophysics Data System (ADS)

    Racelis, A. E.; Brovold, A. A.

    2010-12-01

    The quality of science teaching is of growing importance in Mexico. Mexican students score well below the world mean in math and science. Although the government has recognized these deficiencies and has implemented new policies aimed to improve student achievement in the sciences, teachers are still encountering in-class barriers to effective teaching, especially in public colleges. This paper reports on the utility of inquiry based exercises in Mexican classrooms. In particular, it describes a two-day professional development workshop with science teachers at the Instituto Tecnologico Superior in Felipe Carrillo Puerto in the Mexican state of Quintana Roo. Felipe Carrillo Puerto is an indigenous municipality where a significant majority of the population speak Maya as their first language. This alone presents a unique barrier to teaching science in the municipality, but accompanied with other factors such as student apathy, insufficient prior training of both students and teachers, and pressure to deliver specific science curriculum, science teachers have formidable challenges for effective science teaching. The goals of the workshop were to (1) have a directed discussion regarding science as both content and process, (2) introduce inquiry based learning as one tool of teaching science, and (3) get teachers to think about how they can apply these techniques in their classes.

  6. 26 CFR 301.7477-1 - Declaratory judgments relating to the value of certain gifts for gift tax purposes.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... certain gifts for gift tax purposes. 301.7477-1 Section 301.7477-1 Internal Revenue INTERNAL REVENUE... value of certain gifts for gift tax purposes. (a) In general. If the adjustment(s) proposed by the Internal Revenue Service (IRS) will not result in any deficiency in or refund of the donor's gift tax...

  7. Expanding Teacher Understanding of Wisconsin's Prairie Chickens

    ERIC Educational Resources Information Center

    Brown, Melinda S.; Sivek, Daniel J.; Thomas, Christine L.

    2008-01-01

    The principal author developed a workshop through the Becoming an Outdoors-Woman (BOW) program, based on central Wisconsin's prairie chicken population, to present teachers with the knowledge and skills needed to provide quality environmental education. Seventeen high school teachers attended the 2003 workshop. Pre-and post-workshop surveys were…

  8. Gifted Girls and Nonmathematical Aspirations: A Longitudinal Case Study of Two Gifted Korean Girls

    ERIC Educational Resources Information Center

    Lee, Kyeong Hwa; Sriraman, Bharath

    2012-01-01

    In this longitudinal study of two gifted Korean girls, experiences with early admittance into a gifted program are charted alongside their family and societal experiences that ultimately influenced their career choices in nonmathematical fields. The 8-year-long qualitative study involved extensive interviews with the two gifted girls and their…

  9. The Gifted: Identity Construction through the Practice of Gifted Education

    ERIC Educational Resources Information Center

    Schulz, Samantha

    2005-01-01

    Over the past two decades in Australia, the field of gifted education has expanded considerably. The term "giftedness" has effectively entered mainstream discourse. The field of gifted education, which nowadays operates as a compensatory function of mass education, is comprised of groups of people who broadly share in the concept of…

  10. Gifted Programs Cannot Be Successful without Gifted Research and Theory: Evidence From Practice With Gifted Students of Mathematics

    ERIC Educational Resources Information Center

    Dimitriadis, Christos

    2016-01-01

    This study investigated the educational provision for mathematically gifted students offered in primary (elementary) schools in England (United Kingdom) just before the abandonment of the government's Gifted and Talented (G&T) program. Through a questionnaire within five Educational Authorities and four in-depth case studies in different…

  11. Reflections on gifts in the therapeutic setting: the gift from patient to therapist.

    PubMed

    Smolar, Andrew I

    2002-01-01

    Since Freud's time, psychoanalytically oriented therapists have been wary of accepting gifts from patients, although they have done so in some circumstances within the sanctum of their offices. After providing a working definition of the word "gift" for the purposes of this clinical discussion, the article reviews the relevant literature on the subject. The author presents clinical material in which he describes how gifts were presented by patients within the context of their treatment processes. The article concludes with the author's attempt to define some of the variables that affect the response of the therapist to a patient's gift, and expounds on those variables in terms of their influence on technique.

  12. Administration: Gifts and Donations

    DTIC Science & Technology

    1983-11-15

    Army Regulation 1–100 Administration Gifts and Donations Headquarters Department of the Army Washington, DC 15 November 1983 Unclassified Report...Documentation Page Report Date 15 Nov 1983 Report Type N/A Dates Covered (from... to) - Title and Subtitle Administration: Gifts and Donations...Abstract unclassified Limitation of Abstract UU Number of Pages 11 SUMMARY of CHANGE AR 1–100 Gifts and Donations This is a transitional reprint of

  13. Special Populations in Gifted Education: Working with Diverse Gifted Learners.

    ERIC Educational Resources Information Center

    Castellano, Jaime A.

    This book provides 13 readings on special populations in gifted education. It is based on the premise that gifted and talented students transcend (1) cultural, ethnic, and linguistic ties; (2) conditions that are disabling; (3) sexual orientation; (4) poverty; and (5) geography. Chapters are: (1) "Casting a Wider Net: Linking Bilingual and Gifted…

  14. Gifted Education in the Commonwealth of Virginia: A Qualitative Exploratory Study of How Gifted Education Coordinators Make Sense of and Implement Gifted Education Policy

    ERIC Educational Resources Information Center

    Beckerdite, Kimberly B.

    2017-01-01

    This study examined both the influence of leadership and policy development on gifted education in the Commonwealth of Virginia and how leaders of gifted education programs make sense of gifted education policy to promote effective change. Considerations of local politics, funding, networking, and input from stakeholders shaped the sensemaking…

  15. A Parent's Guide to Gifted Children

    ERIC Educational Resources Information Center

    Webb, James T.; Gore, Janet L.; Amend, Edward R.; DeVries, Arlene R.

    2007-01-01

    Raising a gifted child is both a joy and a challenge, yet parents of gifted children have few resources for reliable parenting information. The four authors, who have decades of professional experience with gifted children and their families, provide practical guidance in areas such as: Characteristics of gifted children; Peer relations; Sibling…

  16. "The Bright Side Is the Help Surrounding Me in Coping with Problems": A Reflective Workshop in Induction for Dance Teachers

    ERIC Educational Resources Information Center

    Perlshtein, Talia

    2017-01-01

    The article presents a combined study--quantitative and qualitative--that examined the changes that occurred in the perceptions of beginning dance teachers over their internship year, following their participation in a targeted induction workshop, in which the collaborative reflection methodology was used. The study examined an intervention plan…

  17. Gifted Education Press Quarterly, 2001.

    ERIC Educational Resources Information Center

    Fisher, Maurice D., Ed.

    2001-01-01

    These four issues of this quarterly publication on the education of gifted students contain the following featured articles: (1) "Reflections on China: Implications for Gifted Education" (Andrea I. Prejean and Lynn H. Fox); (2) "Differentiating Instruction for Gifted Middle School Students in Heterogeneous Science Classes"…

  18. 33 CFR 17.05-1 - Gifts.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 33 Navigation and Navigable Waters 1 2010-07-01 2010-07-01 false Gifts. 17.05-1 Section 17.05-1 Navigation and Navigable Waters COAST GUARD, DEPARTMENT OF HOMELAND SECURITY GENERAL UNITED STATES COAST GUARD GENERAL GIFT FUND Administration § 17.05-1 Gifts. The gifts or bequests may be in money or...

  19. Easing the transition for queer student teachers from program to field: implications for teacher education.

    PubMed

    Benson, Fiona J; Smith, Nathan Grant; Flanagan, Tara

    2014-01-01

    Tensions exist between what some queer student teachers experience in the university setting, their lives in schools during field placements, and upon graduation. We describe a series of workshops designed for queer student teachers and their allies that were conducted prior to field placement. Participants revealed high degrees of satisfaction with the program and increased feelings of personal and professional self-efficacy. Participants reported high levels of experienced homophobia in their academic programs; as such, the workshops were a valuable "safe space." These workshops appear to fill a significant gap for queer students and their allies in teacher preparation programs.

  20. Mentoring. Beginnings Workshop.

    ERIC Educational Resources Information Center

    Scallan-Berl, Patricia; Moguil, Leslie; Nyman, Sessy I.; Mercado, Miriam Mercado

    2003-01-01

    This workshop presents information on mentoring relationships within child care settings. Articles are: (1) "Mentoring Teachers...A Partnership in Learning" (Patricia Scallan-Berl); (2) "The Potential Gains of Peer Mentoring among Children" (Leslie Moguil); (3) "Mentoring Advocates in the Context of Early Childhood…

  1. Gifted Education Press Quarterly, 1995.

    ERIC Educational Resources Information Center

    Fisher, Maurice D., Ed.

    1995-01-01

    This document consists of the four issues of the newsletter "Gifted Education Press Quarterly" published during 1995. This newsletter addresses issues in the education of gifted children and youth. The major articles are: (1) "Using Today's Technology: Parents Can Help Challenge Gifted Children" (Adrienne O'Neill); (2)…

  2. What's the Technology For? Teacher Attention and Pedagogical Goals in a Modeling-Focused Professional Development Workshop

    NASA Astrophysics Data System (ADS)

    Wilkerson, Michelle Hoda; Andrews, Chelsea; Shaban, Yara; Laina, Vasiliki; Gravel, Brian E.

    2016-02-01

    This paper explores the role that technology can play in engaging pre-service teachers with the iterative, "messy" nature of model-based inquiry. Over the course of 5 weeks, 11 pre-service teachers worked in groups to construct models of diffusion using a computational animation and simulation toolkit, and designed lesson plans for the toolkit. Content analyses of group discussions and lesson plans document attention to content, representation, revision, and evaluation as interwoven aspects of modeling over the course of the workshop. When animating, only content and representation were heavily represented in group discussions. When simulating, all four aspects were represented to different extents across groups. Those differences corresponded with different planned uses for the technology during lessons: to teach modeling, to engage learners with one another's ideas, or to reveal student ideas. We identify specific ways in which technology served an important role in eliciting teachers' knowledge and goals related to scientific modeling in the classroom.

  3. Physics at the Frontier HS Teacher Workshop: bringing particle physics and cloud chambers into the classroom

    NASA Astrophysics Data System (ADS)

    Gleason, Alyx; Bedard, Jamie; Bellis, Matthew; CMS Collaboration

    2016-03-01

    In the summer of 2015, we hosted 10 high school teachers for a three-day ``Physics at the Frontier'' Workshop. The mornings were spent learning about particle physics, CMS and the LHC, and radiation safety while the afternoons were spent building turn-key cloud chambers for use in their classrooms. The basic cloud chamber design uses Peltier thermoelectric coolers, rather than dry ice, and instructions can be found in multiple places online. For a robust build procedure and for easy use in the classroom, we redesigned parts of the construction process to make it easier to put together while holding costs below 200 per chamber. In addition to this new design, we also created a website with instructions for those who are interested in building their own using this design. This workshop was funded in part by a minigrant for Outreach and Education from the USCMS collaboration. Our experience with the workshop and the lessons learned from the cloud chamber design will be discussed. This work was funded in part by NSF Grants PHY-1307562 and a USCMS-administered minigrant for Outreach and Education.

  4. Challenging the Gifted through Problem Solving Experiences: Design and Evaluation of the COMET Program.

    ERIC Educational Resources Information Center

    Feldhusen, John F.; And Others

    1992-01-01

    The COMET summer residential program at Purdue University (Indiana) offers gifted and talented youth in grades 4-6 a week of intensive study in a single content area. Courses stress specific problem-solving skills and development of a rich knowledge base. Extensive program evaluation by students, teachers, counselors, and parents was highly…

  5. Parenting the Gifted.

    ERIC Educational Resources Information Center

    Drum, Jean, Ed.

    1993-01-01

    This theme issue focuses on techniques for effectively parenting gifted students. In "Parenting the Middle School Gifted Child," Sharon Freitas provides suggestions for communicating with adolescents and understanding their needs as they strive for increasing independence. "In Search of the Owner's Manual" (Terrie Gray) documents the search for a…

  6. 26 CFR 25.6075-1 - Returns, time for filing gift tax returns for gifts made after December 31, 1981.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 26 Internal Revenue 14 2010-04-01 2010-04-01 false Returns, time for filing gift tax returns for gifts made after December 31, 1981. 25.6075-1 Section 25.6075-1 Internal Revenue INTERNAL REVENUE SERVICE, DEPARTMENT OF THE TREASURY (CONTINUED) ESTATE AND GIFT TAXES GIFT TAX; GIFTS MADE AFTER DECEMBER...

  7. Teacher Professional Development to Foster Authentic Student Research Experiences

    NASA Astrophysics Data System (ADS)

    Conn, K.; Iyengar, E.

    2004-12-01

    This presentation reports on a new teacher workshop design that encourages teachers to initiate and support long-term student-directed research projects in the classroom setting. Teachers were recruited and engaged in an intensive marine ecology learning experience at Shoals Marine Laboratory, Appledore Island, Maine. Part of the weeklong summer workshop was spent in field work, part in laboratory work, and part in learning experimental design and basic statistical analysis of experimental results. Teachers were presented with strategies to adapt their workshop learnings to formulate plans for initiating and managing authentic student research projects in their classrooms. The authors will report on the different considerations and constraints facing the teachers in their home school settings and teachers' progress in implementing their plans. Suggestions for replicating the workshop will be offered.

  8. Ivory Tower: Lessons for a Teacher

    ERIC Educational Resources Information Center

    Blais, Dottie

    2006-01-01

    In this article, a veteran teacher writes openly about a question that too often is left unspoken and unanswered: How does a teacher's whiteness get in the way of successful multicultural education? She relates some hard lessons she learned from an experience she had with Shonda, a gifted African American high school student regarding her…

  9. Gifted & Green: Sustainability/Environmental Science Investigations That Promote Gifted Children's Learning

    ERIC Educational Resources Information Center

    Schroth, Stephen T.; Helfer, Jason A.

    2017-01-01

    Environmental studies provide an ideal opportunity for gifted children of any age to build critical and creative-thinking skills while also building skills in science, technology, engineering, and mathematics (STEM) areas. Exploring issues related to sustainability and environmental concerns permits gifted learners to identify problems, develop…

  10. Languages for Communication Workshops, 1988: Tarrant County Junior College, Northeast Campus. Final Project Evaluation Report.

    ERIC Educational Resources Information Center

    Harper, Jane; Lively, Madeleine

    In summer 1988, Tarrant County Junior College, Northeast Campus, conducted a series of eight 16-hour workshops and three 32-hour workshops for high school teachers of foreign languages. The workshops were intended primarily as in-service training to help foreign language teachers: (1) improve their oral proficiency in the language they teach; (2)…

  11. Counseling Gifted and Talented Students.

    ERIC Educational Resources Information Center

    Colangelo, Nicholas

    This monograph provides research-based information on the counseling needs of gifted and talented students, as well as effective counseling approaches to meeting those needs. Following an historical overview of counseling programs for the gifted, sections specifically address the self-concept of gifted and talented students, at-risk students,…

  12. STEM High Schools Teachers' Belief Regarding STEM Student Giftedness

    ERIC Educational Resources Information Center

    Tofel-Grehl, Colby; Callahan, Carolyn M.

    2017-01-01

    Teachers' beliefs about students influence many of the decisions they make in the classroom. While much work has been done exploring teachers' beliefs as they relate to the nomination of students for gifted programs, little work has yet explored the ways in which teachers' beliefs about student giftedness possibly affect instructional decisions.…

  13. The Gift Relationship: Discovering Gift Exchange in Interpersonal Practice.

    PubMed

    Brown, Christopher Basil

    2016-03-01

    Encountering the deeper flows of human experience and glimpsing the touch of the divine on the human soul offer guides and companions rich reflective content for their ongoing formation. This is a precious gift which pilgrims constantly place before their companions, though at times it remains 'unwrapped'. Through offering a supervision narrative, this paper provides a phenomenological description of such a gift exchange. © The Author(s) 2016.

  14. Professional Development That Promotes Powerful Interactions: Using Teacher Book Clubs to Reflect on Quality in Teacher-Child Relationships

    ERIC Educational Resources Information Center

    White, Kelley Mayer

    2016-01-01

    For a majority of teachers, traditional professional development workshops lack relevancy and leave teachers on their own to implement what was learned. Workshops are frequently structured in ways in which teachers are seen simply as recipients of information handed down by trainers (a more passive role) versus those who reflect on and construct…

  15. Pre-K Gifted Program Standards

    ERIC Educational Resources Information Center

    Wilson, Andrea; Wilson, Jon

    2010-01-01

    (Purpose) After an extensive search, which included the Internet, four state Departments of Education, and national and state agencies for the gifted, were told by a national agency for gifted children that no standards, specifically for gifted preschool children, existed. The purpose of this paper is to create standards for a preschool gifted…

  16. Labeling: Social Deviance as a Metaphor for Intellectual Precocity [and] Teacher Perceptions of Gifted Students in the Classroom.

    ERIC Educational Resources Information Center

    Robinson, Ann

    Two papers examine perceptions about gifted students. In the first, studies related to labeling gifted children are reviewed. The report cites the uncertain nature of the results and the differing opinions about labeling. A brief overview of the evolution of labeling theory as an outgrowth of social deviance theory is also included. The second…

  17. Acceleration, Enrichment, or Internal Differentiation--Consequences of Measures to Promote Gifted Students Anticipated by German Secondary School Teachers

    ERIC Educational Resources Information Center

    Endepohls-Ulpe, Martina

    2017-01-01

    Introduction: In the last decades numerous measures and programs to promote gifted students have been developed worldwide. But in spite of these enhanced scientific and public efforts to improve gifted education, there are still a lot of difficulties to implement some of these measures in the daily routine of schools. The presented study examines…

  18. Supporting French Teachers for a Paradigm Shift in Grammar Education: A Teacher Trainer's Perspective

    ERIC Educational Resources Information Center

    Thibeault, Joël

    2016-01-01

    This article presents a series of pedagogical workshops that was offered over two years to a cohort of 50 teachers practising in Ontarian French schools. Focusing on grammar teaching, the workshops' objectives were to: (a) contribute to the teachers' development of linguistic knowledge consistent with the grammar under new provincial standards and…

  19. 26 CFR 25.2503-2 - Exclusions from gifts.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 26 Internal Revenue 14 2010-04-01 2010-04-01 false Exclusions from gifts. 25.2503-2 Section 25... GIFT TAXES GIFT TAX; GIFTS MADE AFTER DECEMBER 31, 1954 Determination of Tax Liability § 25.2503-2 Exclusions from gifts. (a) Except as provided in paragraph (f) of this section (involving gifts to a...

  20. Teaching Gifted Children in Today's Preschool and Primary Classrooms: Identifying, Nurturing, and Challenging Children Ages 4-9

    ERIC Educational Resources Information Center

    Smutny, Joan Franklin; Walker, Sally Yahnke; Honeck, Ellen I.

    2016-01-01

    These proven, practical early childhood teaching strategies help teachers identify young gifted children, differentiate curriculum, assess and document students' development, and build partnerships with parents. Chapters focus on early identification, curriculum compacting, social studies, language arts, math and science, cluster grouping,…

  1. Gifted Education Press Quarterly, 2002.

    ERIC Educational Resources Information Center

    Fisher, Maurice D., Ed.

    2002-01-01

    These four issues of a quarterly publication for gifted educators and parents of gifted children span winter 2002 through fall 2002. Featured articles include: (1) "Cultivating Courage, Creativity, and Caring" (James T. Webb), which discusses the need to encourage the development of courage and caring, as well as creativity in gifted students; (2)…

  2. The price of a gift: an approach to receiving gifts from patients in psychiatric practice.

    PubMed

    Brendel, David H; Chu, James; Radden, Jennifer; Leeper, Howard; Pope, Harrison G; Samson, Jacqueline; Tsimprea, Gail; Bodkin, J Alexander

    2007-01-01

    When a patient or patient's family presents a psychiatrist with a gift, the clinician is challenged to maintain appropriate professional boundaries but have the flexibility to respond with warmth and appreciation. The psychiatrist must consider such factors as the intention of the gift, its value to the patient, and the anticipated effect of accepting or refusing it on the patient and the treatment. Psychiatric practitioners are ethically obligated to consider patients' best interests when deciding about how to handle the offer of a gift. Ethical deliberations about such situations occur on a case-by-case basis and require careful analysis of how to promote the patient's best interest while adhering to professional ethics. In this article, members of the McLean Hospital Ethics Committee present a pragmatic model for managing the presentation of a gift from a patient or a patient's family member. The pragmatic model, which focuses on the practical results of accepting or declining the gift, minimizes the risk of exploiting the patient by accepting a gift or hurting the patient by declining it. We present five clinical cases that raise ethical dilemmas concerning patient gift giving in psychiatry and discuss each case from the standpoint of the pragmatic model.

  3. Program Evaluation in Gifted Education. Essential Readings in Gifted Education Series

    ERIC Educational Resources Information Center

    Callahan, Carolyn M., Ed.; Reis, Sally M., Ed.

    2004-01-01

    The readings in this ready-reference report on specific program evaluations, offer critical guidance in the development and utilization of instruments for assessing gifted and talented programs, and are designed to stimulate the discussion of issues surrounding the evaluation of gifted programs. Key features include: (1) Carolyn M. Callahan's…

  4. 19 CFR 148.44 - Gifts.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 19 Customs Duties 2 2010-04-01 2010-04-01 false Gifts. 148.44 Section 148.44 Customs Duties U.S...) PERSONAL DECLARATIONS AND EXEMPTIONS Exemptions for Nonresidents § 148.44 Gifts. (a) Exemption. An arriving... and are to be disposed of by him as bona fide gifts. See § 148.43(b) for limitations on cigars under...

  5. Public Policy in Gifted Education

    ERIC Educational Resources Information Center

    Gallagher, James J., Ed; Reis, Sally M., Ed.

    2004-01-01

    Raising some of the most challenging questions in the field, this call-to-arms focuses on the important services gifted programs provide, the potential crisis gifted educators face, and what must be done to keep the gifted child movement alive and well. Key features include: (1) James J. Gallagher's unflinching account of the issues that continue…

  6. Providing for the Intellectually Gifted.

    ERIC Educational Resources Information Center

    Tuttle, Frederick B., Jr.

    1979-01-01

    One of a series dealing with current issues affecting language arts instruction, this paper focuses on providing for the intellectually gifted. It begins by observing that procedures identifying the gifted as those with "A" averages may actually ignore the gifted individual who has an extremely high IQ but only a "C" average. This is followed by a…

  7. Vocational Education and the Gifted and Talented.

    ERIC Educational Resources Information Center

    Dickens, Ben H.

    Information, materials, and suggestions are offered for providing vocational education for the gifted and talented. Introductory materials include definitions of the gifted, a review of vocational education literature concerning gifted and talented students, and procedures for identifying gifted and talented students. Guidelines are provided both…

  8. Methods and Materials for Teaching the Gifted.

    ERIC Educational Resources Information Center

    Karnes, Frances A., Ed.; Bean, Suzanne M., Ed.

    This book is designed to provide strategies and resources for differentiating the instruction of gifted learners. It addresses characteristics and needs of gifted learners, instructional planning and evaluation, strategies for best practices, and supporting and enhancing gifted programs. Specific chapters include: (1) "Gifted and Talented…

  9. Females of a gift-giving spider do not trade sex for food gifts: a consequence of male deception?

    PubMed

    Pandulli-Alonso, Irene; Quaglia, Agustín; Albo, Maria J

    2017-05-15

    Polyandry is commonly maintained by direct benefits in gift-giving species, so females may remate as an adaptive foraging strategy. However, the assumption of a direct benefit fades in mating systems where male gift-giving behaviour has evolved from offering nutritive to worthless (non-nutritive) items. In the spider Paratrechalea ornata, 70% of gifts in nature are worthless. We therefore predicted female receptivity to be independent of hunger in this species. We exposed poorly-fed and well-fed females to multiple males offering nutritive gifts and well-fed females to males offering worthless gifts. Though the treatments strongly affected fecundity, females of all groups had similar number of matings. This confirms that female receptivity is independent of their nutritional state, i.e. polyandry does not prevail as a foraging strategy. In the spider Pisaura mirabilis, in which the majority (62%) of gifts in nature are nutritive, female receptivity depends on hunger. We therefore propose that the dependence of female receptivity on hunger state may have evolved in species with predominantly nutritive gifts but is absent in species with predominantly worthless gifts.

  10. Workshop II: Physics Education

    NASA Astrophysics Data System (ADS)

    Horton, Renee; Milner-Bolotin, Marina

    2015-12-01

    Participants in the Physics Education Workshop at the 5th IUPAP International Conference on Women in Physics heard about, among other topics, a study exploring why students have difficulty with concepts related to magnetism (and whether explicitly evoking gender affects the results), work in Europe to develop materials to help teachers implement inquiry-based science education, and the use of peer instruction and online collaboration to help teacher-candidates develop questioning skills.

  11. ACTOG - AUTOCAD TO GIFTS TRANSLATOR

    NASA Technical Reports Server (NTRS)

    Jones, A.

    1994-01-01

    The AutoCad TO Gifts Translator program, ACTOG, was developed to facilitate quick generation of small finite element models using the CASA/Gifts finite element modeling program. ACTOG reads the geometric data of a drawing from the Data Exchange File (DXF) used in AutoCAD and other PC based drafting programs. The geometric entities recognized by ACTOG include POINTs, LINEs, ARCs, SOLIDs, 3DLINEs and 3DFACEs. From this information ACTOG creates a GIFTS SRC file which can then be read into the GIFTS preprocessor BULKM or can be modified and read into EDITM to create a finite element model. The GIFTS commands created include KPOINTs, SLINEs, CARCs, GRID3s and GRID4s. The SRC file can be used as is (using the default parameters) or edited for any number of uses. It is assumed that the user has at least a working knowledge of AutoCAD and GIFTS. ACTOG was written in Microsoft QuickBasic (Version 2.0). The program was developed for the IBM PC and has been implemented on an IBM PC compatible under DOS 3.21. ACTOG was developed in 1988.

  12. Clinical Teachers' Attitudes toward the Efficacy of Evidence-Based Medicine Workshop and Self-Reported Ability in Evidence-Based Practice in Iran

    ERIC Educational Resources Information Center

    Kouhpayehzadeh, Jalil; Baradaran, Hamid; Arabshahi, Kamran Soltani; Knill-Jones, Robin

    2006-01-01

    Introduction: Evidence-based medicine (EBM) has been introduced in medical schools worldwide, but there is little known about effective methods for teaching EBM skills, particularly in developing countries. This study assesses the impact of an EBM workshop on clinical teachers' attitudes and use of EBM skills. Methods: Seventy-two clinical…

  13. Illinois Council for the Gifted Journal, 1992.

    ERIC Educational Resources Information Center

    Smutny, Joan Franklin, Ed.

    1992-01-01

    This annual issue of the Illinois Council for the Gifted Journal includes 20 articles focusing on young gifted children. Titles and authors are: "How Can I Tell If My Preschooler is Gifted?" (Susan Golant); "Early Childhood Education for the Gifted: The Need for Intense Study and Observation" (Maurice Fisher); "Assessing…

  14. Korean Gifted Education: Domain-Specific Developmental Focus

    ERIC Educational Resources Information Center

    Cho, Seokhee; Suh, Yewon

    2016-01-01

    The current Korean gifted education system is designed to help gifted children have a balance between excellence and emotional and social wellbeing. In this article, the current status of Korean gifted education is presented, reflecting on the history, purpose, theoretical foundation, infrastructure, and state of art of gifted education with…

  15. Teacher Professional Development in Laredo, TX

    NASA Astrophysics Data System (ADS)

    Finkelstein, Keely D.; Macri, L. M.; Hemenway, M.; Wetzel, M.; Preston, S.; Rood, M.

    2014-01-01

    In the fall of 2012, McDonald Observatory, Texas A&M University, and Texas A&M International University conducted a series of workshops on astronomy content for 5th - 8th grade teachers in Laredo, Texas. Three one-day workshops were held at the Lamar Bruni Vergara Planetarium of Texas A&M International University, using a mix of in-person and distance learning technology. Texas A&M professor Lucas Macri gave public talks in English and Spanish, and a lunch-time presentation to the teachers. A series of evaluation tools were used to assess the success of the workshops. A Nominal Group Technique (NGT) discussion was used, through which groups developed consensus answers about their learning, expectations for classroom use, and satisfaction with the workshop. The Astronomy/Space Science Test (MOSART Grades 5-8) was also issued as a pre- and post-test to assess gains in knowledge. Teacher consensus was that the materials and activities of the workshop had been helpful for learning and that they expected to use many of them in their classrooms. However, the evaluation also showed that teachers would have preferred the Observatory educator be physically present for all workshops. Past video-conferencing workshops, where local facilitators first participated in workshops at the Observatory, showed better feedback and results concerning this point. Comparing those results to the present case, we conclude that more clearly defined roles and better training for the science specialists and local facilitators would improve the video conference experience for the teachers. Comparison of pre- and post-test results showed improved teacher knowledge. An additional benefit of this project was the further development of partnerships between McDonald Observatory and Texas A&M International University, which has resulted in further education projects, including a video-conference presentation series to eight-grade students and their families. This secondary project focused on

  16. Keeping Teachers Up-to-Date in Ag Mechanics

    ERIC Educational Resources Information Center

    Bruwelheide, Kenneth L.

    1977-01-01

    Describes one of Montana State University's Agricultural and Industrial Education Department teacher workshops for vocational agriculture teachers. The planning, organization, and evaluation of the workshop (which covered farm tractor maintenance) are briefly described. (SH)

  17. Metacognitive Awareness and Math Anxiety in Gifted Students

    ERIC Educational Resources Information Center

    Saricam, Hakan; Ogurlu, Üzeyir

    2015-01-01

    The basic purpose of this study has been to examine the relationships between metacognitive awareness and maths anxiety in gifted students. The second aim was to compare with gifted and non-gifted students' metacognitive awareness and maths anxiety levels. The participants were 300 (150 gifted, 150 non-gifted) volunteer secondary school students…

  18. Identifying Gifted Students in Puerto Rico: Validation of a Spanish Translation of the Gifted Rating Scales

    ERIC Educational Resources Information Center

    Rosado, Javier I.; Pfeiffer, Steven; Petscher, Yaacov

    2015-01-01

    The challenge of correctly identifying gifted students is a critical issue. Gifted education in Puerto Rico is marked by insufficient support and a lack of appropriate identification methods. This study examined the reliability and validity of a Spanish translation of the "Gifted Rating Scales-School Form" (GRS) with a sample of 618…

  19. The Use of "Harry Potter and the Sorcerer's Stone" to Discuss Identity Development With Gifted Adolescents

    ERIC Educational Resources Information Center

    Frank, Andrew J.; McBee, Matthew T.

    2003-01-01

    This article examines the process of identity development in gifted adolescents and provides a theoretical and research-based explanation of its importance for influencing achievement and quality of life in adulthood. Teachers, counselors, and parents can use "Harry Potter and the Sorcerer's Stone" (Rowling, 1997) as a springboard into discussion…

  20. The Results of an Era of Teacher Professional Development at McDonald Observatory

    NASA Astrophysics Data System (ADS)

    Finkelstein, K. D.; Hemenway, M. K.; Preston, S.; Wetzel, M.; Meyer, J.; Rood, M.

    2014-07-01

    During the past decade, McDonald Observatory has been developing and refining its Teacher Professional Development Workshops, many of which have been supported by NASA. Metrics include attendance, perceived knowledge gain, and readiness to apply what was learned in the classroom. Evaluations show impact through the classroom application at five to six months after the workshops and through consistently high positive workshop results. This paper will show that a) our Teacher Professional Development Workshops are consistently well attended, b) the workshops improve teachers' confidence and their understanding of concepts, c) teachers enjoy unique interactions with astronomers and engineers, d) teachers appreciate hands-on and inquiry-based activities that are modeled and tied to state and national standards, and e) many teachers experience using the activities in their classrooms with good results.

  1. The Teacher Observation Form: Revisions and Updates

    ERIC Educational Resources Information Center

    Peters, Scott J.; Gates, Jillian C.

    2010-01-01

    This article discusses the original development and subsequent updates and revisions made to the Teacher Observation Form (TOF). The TOF is a 12-item form to be used by evaluators in the observation of teachers of gifted and talented students. After nearly 25 years of use, the original TOF was revised based on input from content experts and…

  2. Gifted Education in the Australian Context

    ERIC Educational Resources Information Center

    Walsh, Rosalind L.; Jolly, Jennifer L.

    2018-01-01

    The context in which gifted education operates in Australia provides for differing levels of identification and services. Lacking a federal mandate or funding, states and territories are responsible for addressing the needs of gifted students. Australia contributes to the gifted education research literature, focusing on acceleration, gifted…

  3. Three Models for Understanding Gifted Education

    ERIC Educational Resources Information Center

    Page, Angela

    2006-01-01

    The Ministry of Education (2000) handbook, "Gifted and talented students: Meeting their needs in New Zealand Schools" requires each school to show they are identifying and catering for their gifted and talented students. The terms "gifted" and "talented" represent a range of diverse special abilities rather than…

  4. Reflections of the Gifted by the Gifted on the gifted

    ERIC Educational Resources Information Center

    Wittek, M. J.

    1973-01-01

    A 20-item open-ended questionnaire to assess self perception of gifted children in grades 5 through 7 indicates characteristics of high motivation, recognition of pride in special status, high competition for school honors, and strong reaction to parental pressure for highachievement. (MC)

  5. The Science and Issues of Human DNA Polymorphisms: A Training Workshop for High School Biology Teachers

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Micklos, David A.

    2006-10-30

    This project achieved its goal of implementing a nationwide training program to introduce high school biology teachers to the key uses and societal implications of human DNA polymorphisms. The 2.5-day workshop introduced high school biology faculty to a laboratory-based unit on human DNA polymorphisms â which provides a uniquely personal perspective on the science and Ethical, Legal and Social Implications (ELSI) of the Human Genome Project. As proposed, 12 workshops were conducted at venues across the United States. The workshops were attended by 256 high school faculty, exceeding proposed attendance of 240 by 7%. Each workshop mixed theoretical, laboratory, andmore » computer work with practical and ethical implications. Program participants learned simplified lab techniques for amplifying three types of chromosomal polymorphisms: an Alu insertion (PV92), a VNTR (pMCT118/D1S80), and single nucleotide polymorphisms (SNPs) in the mitochondrial control region. These polymorphisms illustrate the use of DNA variations in disease diagnosis, forensic biology, and identity testing - and provide a starting point for discussing the uses and potential abuses of genetic technology. Participants also learned how to use their Alu and mitochondrial data as an entrée to human population genetics and evolution. Our work to simplify lab techniques for amplifying human DNA polymorphisms in educational settings culminated with the release in 1998 of three Advanced Technology (AT) PCR kits by Carolina Biological Supply Company, the nationâÂÂs oldest educational science supplier. The kits use a simple 30-minute method to isolate template DNA from hair sheaths or buccal cells and streamlined PCR chemistry based on Pharmacia Ready-To-Go Beads, which incorporate Taq polymerase, deoxynucleotide triphosphates, and buffer in a freeze-dried pellet. These kits have greatly simplified teacher implementation of human PCR labs, and their use is growing at a rapid pace. Sales

  6. The Science and Issues of Human DNA Polymoprhisms: A Training Workshop for High School Biology Teachers

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    David. A Micklos

    2006-10-30

    This project achieved its goal of implementing a nationwide training program to introduce high school biology teachers to the key uses and societal implications of human DNA polymorphisms. The 2.5-day workshop introduced high school biology faculty to a laboratory-based unit on human DNA polymorphisms – which provides a uniquely personal perspective on the science and Ethical, Legal and Social Implications (ELSI) of the Human Genome Project. As proposed, 12 workshops were conducted at venues across the United States. The workshops were attended by 256 high school faculty, exceeding proposed attendance of 240 by 7%. Each workshop mixed theoretical, laboratory, andmore » computer work with practical and ethical implications. Program participants learned simplified lab techniques for amplifying three types of chromosomal polymorphisms: an Alu insertion (PV92), a VNTR (pMCT118/D1S80), and single nucleotide polymorphisms (SNPs) in the mitochondrial control region. These polymorphisms illustrate the use of DNA variations in disease diagnosis, forensic biology, and identity testing - and provide a starting point for discussing the uses and potential abuses of genetic technology. Participants also learned how to use their Alu and mitochondrial data as an entrée to human population genetics and evolution. Our work to simplify lab techniques for amplifying human DNA polymorphisms in educational settings culminated with the release in 1998 of three Advanced Technology (AT) PCR kits by Carolina Biological Supply Company, the nation’s oldest educational science supplier. The kits use a simple 30-minute method to isolate template DNA from hair sheaths or buccal cells and streamlined PCR chemistry based on Pharmacia Ready-To-Go Beads, which incorporate Taq polymerase, deoxynucleotide triphosphates, and buffer in a freeze-dried pellet. These kits have greatly simplified teacher implementation of human PCR labs, and their use is growing at a rapid pace. Sales of human

  7. Comparison of the Cartoons Created by the Gifted and Non-Gifted Students

    ERIC Educational Resources Information Center

    Kurnaz, Ahmet; Genç, Mehmet Ali

    2017-01-01

    When compared to their non-gifted peers, gifted students who have high-level talent, motivation and creativity are significantly different from other students in many respects. In addition to their distinct mental, physical and educational features, developed sense of humor is another distinct feature of these students. Also, currently no…

  8. Defining Environmental Education. Workshop Resource Manual.

    ERIC Educational Resources Information Center

    Disinger, John F.; Monroe, Martha C.

    This booklet is one in a series of resource manuals to help teacher educators conduct environmental education (EE) teacher workshops or promote EE programs. This unit is an orientation to the field of EE. It offers a definition of EE and some ways to explain its value to educators and environmental managers. The unit explains current and…

  9. Gifted Secondary School Students

    ERIC Educational Resources Information Center

    Brigandi, Carla B.; Siegle, Del; Weiner, Jennie M.; Gubbins, E. Jean; Little, Catherine A.

    2016-01-01

    Grounded in the Enrichment Triad and Achievement Orientation Models, this qualitative case study builds understanding of the relationship between participation in Type III Enrichment and the achievement orientation attitude of goal valuation in gifted secondary school students. Participants included 10 gifted secondary school students, their…

  10. An Extravagant Gift From a Grateful Patient.

    PubMed

    Sharma, Akshay; Johnson, Liza-Marie; Caruso Brown, Amy; Unguru, Yoram; Lantos, John D

    2018-06-01

    media-1vid110.1542/5787668327001PEDS-VA_2017-2837 Video Abstract Gift giving is psychologically and culturally complex. In any context, a gift can have multiple meanings. In the context of the doctor-patient relationship, the giving of gifts and decisions about whether to accept gifts raise complex ethical issues. In this essay, a number of pediatric oncologists discuss the ethical considerations that should guide physicians as they decide how to respond to an extravagant gift from a family. Copyright © 2018 by the American Academy of Pediatrics.

  11. Education of Gifted Students in Europe

    ERIC Educational Resources Information Center

    Sekowski, Andrzej E.; Lubianka, Beata

    2015-01-01

    The present article contains a review of the literature devoted to gifted education in Europe. Forms of supporting the development of gifted students provided in European schools are presented with reference to the problems of diagnosing exceptional abilities, the existence and forms of educational measures for gifted students and forms of…

  12. Earth System Science for Elementary Teachers: An Innovative Approach to Teacher Professional Development.

    NASA Astrophysics Data System (ADS)

    Purkiss, C.

    2015-12-01

    In many professional development programs, teachers attend workshops to learn new knowledge and skills and then are expected to go back to their classrooms and implement what they learned. Often skills or an activity is learned but does not necessarily get practiced in the classroom. Very few professional development programs add direct, immediate practice with children where teachers can try out immediately the new activities or the knowledge they have just learned. In this case, the program directors wanted to see that, by having children to practice with in a non-threatening, low stakes environment, if participants would incorporate the activities and knowledge learned during the workshop into their classrooms in a more immediate way. Would immediate practice help participants internalize the new knowledge and skills and thus create a fund of knowledge that they would use immediately on their return to the classroom. As part of a grant for professional development for underserved elementary teachers on climate literacy, an innovative children's camp was added to a summer intensive workshop. Prior to the summer workshop, participants completed an eight-week online graduate level course on the basics of inquiry-based science. Participants then attended the intensive three-week workshop to gain knowledge in weather and climate and how to teach these concepts in their classrooms. The workshop was rich in materials and resources for participants. During the third week of the workshop, teachers were camp leaders to 100 elementary students in grades 3 through 5 who were participating in "Climate Camp". Various evaluation and assessments were completed during the program on all participants. Through various evaluation methods, it was found that there was a positive transfer of knowledge to the classroom.

  13. Professional Development of PMRI Teachers for Introducing Social Norms

    ERIC Educational Resources Information Center

    Putri, Ratu Ilma Indra; Dolk, Maarten; Zulkardi

    2015-01-01

    This paper reports implementation results of designing a workshop for mathematics teachers in introducing classroom social norms. The participants are eight mathematics teachers in primary and junior secondary level. Teachers learned and did some activities about social norms during the workshop. First, they watched an example of learning videos…

  14. English Language Learners and Gifted Identification: Exploring the Perceptions of Teachers and Parents

    ERIC Educational Resources Information Center

    Nichol, Kathy P.

    2013-01-01

    The demographics of public schools in the United States have changed over recent years to include millions of English language learners (ELLs), students whose first language is not English and who demonstrate limited proficiency in English. During this same time period, school personnel have struggled to identify ELLs for gifted programs because…

  15. Workshop 6 by and for Teachers: The Teacher as Writer.

    ERIC Educational Resources Information Center

    Barbieri, Maureen, Ed.; Rief, Linda, Ed.

    A testament to the belief that K-12 teachers should be writers, this book invites readers into the classrooms and minds of teachers who write. The fiction, poetry, personal essays, and two teacher interviews celebrate the power of writing and invite teachers to become more seriously involved in writing for themselves. The classrooms described in…

  16. Planning Effective Curriculum for Gifted Learners.

    ERIC Educational Resources Information Center

    Van Tassel-Baska, Joyce

    This book on effective curriculum for gifted students begins with an introduction that discusses gifted education's use of the special education model and implications of current educational reform. Part 1, "General Issues in the Design and Development of Appropriate Curricula for the Gifted," then explores scope and sequence in curricula for the…

  17. Giving the Gifted Their Fair Share.

    ERIC Educational Resources Information Center

    Russo, Charles J.; And Others

    1997-01-01

    Less than half the nation's gifted students are placed in appropriate educational settings. The Javits Gifted and Talented Students Act acknowledges the need for special programs for these children, but doesn't mandate their creation. The legal status of programs for the gifted contrasts sharply with those for children in special education. This…

  18. Personality and Perceptions of the Gifted.

    ERIC Educational Resources Information Center

    Karamessinis, Nicholas P.

    1980-01-01

    The article reviews the recent literature on the personality attributes and self-perceptions of the gifted, and the attitudes and perceptions held about them. Among the conclusions are that the gifted appear to have higher self-esteem than others, and that gifted students are more popular with their peers than others. (Author/DLS)

  19. 7 CFR 905.140 - Gift packages.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 7 Agriculture 8 2010-01-01 2010-01-01 false Gift packages. 905.140 Section 905.140 Agriculture... TANGELOS GROWN IN FLORIDA Rules and Regulations Non-Regulated Fruit § 905.140 Gift packages. Any handler..., ship any varieties for the following purpose and types of shipment: (a) To any person gift packages...

  20. The Chronicles of Homeschooling Gifted Learners

    ERIC Educational Resources Information Center

    Jolly, Jennifer L.; Matthews, Michael S.

    2018-01-01

    Homeschooling only has become a choice for many families of gifted children during the last two decades, as the number of gifted families has grown steadily along with the general homeschool population (Lubienski, Puckett, & Brewer, 2013). The current study examines a group of homeschooling mothers of gifted children who publish and maintain…

  1. 19 CFR 10.152 - Bona-fide gifts.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 19 Customs Duties 1 2010-04-01 2010-04-01 false Bona-fide gifts. 10.152 Section 10.152 Customs... and Bona Fide Gifts § 10.152 Bona-fide gifts. Subject to the conditions in § 10.153 of this part, the port director shall pass free of duty and tax any article sent as a bona-fide gift from a person in a...

  2. The Wow Factor? A Comparative Study of the Development of Student Music Teachers' Talents in Scotland and Australia

    ERIC Educational Resources Information Center

    McPhee, Alastair; Stollery, Peter; McMillan, Ros

    2005-01-01

    For some time there has been debate about differing perspectives on musical gift and musical intelligence. One view is that musical gift is innate: that it is present in certain individuals from birth and that the task of the teacher is to develop the potential which is there. A second view is that musical gift is a complex concept which includes…

  3. Exploring the Factors Influencing Gifted Adolescents' Resistance to Report Experiences of Cyberbullying Behavior: Toward an Improved Understanding

    ERIC Educational Resources Information Center

    Connolly, Justin Patrick

    2018-01-01

    Academically gifted adolescents frequently experience cyberbullying behavior. Successful intervention and prevention of such bullying is, to a large degree, dependent on such incidents being reported to an adult caregiver. However, research shows that adolescents who have experienced cyberbullying tend not to inform parents or teachers. Despite…

  4. The Effects of Differentiated Instruction on Motivation and Engagement in Fifth-Grade Gifted Math and Music Students

    ERIC Educational Resources Information Center

    Martin, Merissa R.; Pickett, Matt T.

    2013-01-01

    The purpose of this action research project report was to increase student motivation and engagement. There seemed to be an increasing disconnect between student potential and performance, especially among gifted math and beginning music students. Two teacher researchers carried out this research with 25 fifth-grade students at two different sites…

  5. Understanding Our Gifted, 1998.

    ERIC Educational Resources Information Center

    Goodman, Laura, Ed.

    1998-01-01

    This document consists of the four quarterly issues of the journal "Understanding Our gifted" published during 1998. Each issue of the journal generally has a single theme in the education of gifted and talented children around which all the articles are focused. The themes of these four issues are, respectively, "Educational…

  6. Gifted Education in Austria

    ERIC Educational Resources Information Center

    Weyringer, Sieglinde

    2013-01-01

    In Austria, gifted education and the education of highly gifted and talented children have been receiving an increasing public awareness and social acceptance over the past decade. The article highlights the existing ideas of giftedness in Austria, and it presents several initiatives having triggered and influenced this positive development. The…

  7. Identifying Young Gifted Children

    ERIC Educational Resources Information Center

    Hoctor, Marge

    2013-01-01

    Although there is a Federal definition of gifted and talented students, there are few state policies regarding identification of and services for students in kindergarten, first, and second grade. Most school districts do not begin their gifted programs until the third or fourth grade. Consequently, identification and implementation of appropriate…

  8. Implementing RtI with Gifted Students

    ERIC Educational Resources Information Center

    Coleman, Mary Ruth, Ed.; Johnsen, Susan K., Ed.

    2012-01-01

    "Implementing RtI With Gifted Students" shares how RtI can fit within the framework of gifted education programming models. This edited book will serve as a reference guide for those interested in learning more about RtI and how it might be effectively implemented to meet the needs of all gifted students. Chapters contributed by top gifted…

  9. Cultural Influences on Gifted Gender Achievement

    ERIC Educational Resources Information Center

    Freeman, Joan

    2004-01-01

    In Britain, and reflected in other countries, the academic achievements of gifted girls in school are surpassing those of gifted boys in almost all areas of study and at all ages. This is not true in every country. The British evidence suggests two major reasons for this surge by the gifted girls. Emotionally, British girls are now showing greater…

  10. Teachers' Perceptions of the Socioemotional Development of Intellectually Gifted Primary Aged Students and Their Attitudes towards Ability Grouping and Acceleration

    ERIC Educational Resources Information Center

    Gallagher, Selena; Smith, Susen R.; Merrotsy, Peter

    2011-01-01

    This qualitative multi-site case study sought to examine the current educational provisions in place for intellectually gifted primary school students in Queensland and to consider how the beliefs and attitudes of primary school stakeholders were reflected in the production of their school gifted education policies. Attitudes and perceptions of…

  11. The Selection of Gifted Students: Did Malcolm Gladwell Overstate the Role of Relative Age in the Gifted Program Selection Process?

    ERIC Educational Resources Information Center

    O'Reilly, Frances L.; Matt, John J.

    2012-01-01

    Both gifted educators and parents need to be vigilant as to how gifted education is characterized in the popular media. Gifted educators spend countless resources to meet the needs of gifted students using very limited fiscal resources, and it is imperative that those efforts are not undermined in the popular media by unsubstantiated statements.…

  12. Important Voices: Gifted Children & Parents Share What They Need

    ERIC Educational Resources Information Center

    Boazman, Janette

    2015-01-01

    In the gifted community, many voices offer research, information, and advice on what gifted children need. University professors who study gifted children share their findings through research, published articles, and books. State gifted education associations and the National Association for Gifted Children (NAGC) publish important information…

  13. Lunar Reconnaissance Orbiter Lunar Workshops for Educators, Year 1 Report

    NASA Astrophysics Data System (ADS)

    Jones, A. P.; Hsu, B. C.; Bleacher, L.; Shaner, A. J.; Dalton, H.

    2011-12-01

    This past summer, the Lunar Reconnaissance Orbiter (LRO) sponsored a series of weeklong professional development workshops designed to educate and inspire grade 6-12 science teachers: the Lunar Workshops for Educators. Participants learned about lunar science and exploration, gained tools to help address common student misconceptions about the Moon, heard some of the latest research results from LRO scientists, worked with LRO data, and learned how to bring these data to their students using hands-on activities aligned with grade 6-12 National Science Education Standards and Benchmarks. Where possible, the workshops also included tours of science facilities or field trips intended to help the teachers better understand mission operations or geologic processes relevant to the Moon. The workshops were very successful. Participants demonstrated an improved understanding of lunar science concepts in post-workshop assessments (as compared to identical pre-assessments) and a greater understanding of how to access and productively share data from LRO with their students and provide them with authentic research experiences. Participant feedback on workshop surveys was also enthusiastically positive. 5 additional Lunar Workshops for Educators will be held around the country in the summer of 2012. For more information and to register, visit http://lunar.gsfc.nasa.gov/lwe/index.html.

  14. Summer Research Experiences for Science and Art Teachers to Explore Astrobiology

    NASA Astrophysics Data System (ADS)

    Cola, J.; Gaucher, E.; Snell, T.; Greenwood, J.; Angra, A.; Zimmerman, C.; Williams, L. D.

    2012-12-01

    The Georgia Tech Center for Ribosomal Origins and Evolution, a center funded by the NASA Astrobiology Institute, developed an educational program titled, "Life on the Edge: Astrobiology." The purpose of the program was to provide high school educators with the exposure, materials, and skills necessary to prepare our future workforce and to foster student interest in scientific discovery on Earth and throughout the universe. In an effort to promote and encourage entry into teaching careers, Georgia Tech paired teachers in the Georgia Intern-Fellowship for Teachers (GIFT) program with undergraduate students interested in becoming a teacher through the NSF Pre-Teaching REU program. The GIFT and Pre-Teaching fellows investigated extremophiles, which became the focus of a week-long, "Life on the Edge: Astrobiology " summer program developed by three high school educators, two undergraduate students and faculty in the Schools of Biology, and Chemistry and Biochemistry at Georgia Tech. Twenty high school students were introduced to hands-on activities, such as astrobiology inspired art and techniques such as genomic DNA purification, gel electrophoresis, and Polymerase Chain Reaction (PCR). The impact of the Astrobiology program on the GIFT researchers, Pre-Teaching REU students, high school students, and faculty are discussed.

  15. Teachers Teaching Teachers: The Belen Goals 2000 Professional Development Project.

    ERIC Educational Resources Information Center

    Norton, Priscilla; Sprague, Debra

    Belen Public Schools (New Mexico) received a Goals 2000 grant for teacher education and technology integration. The Belen Goals 2000 professional development project established two three-day teachers-teaching-teachers workshops. The first focused on using an integrated software package and the second focused on using e-mail and the Internet.…

  16. Issues Involved in the Evaluation of Gifted Programmes.

    ERIC Educational Resources Information Center

    Ali, A. Sidiq

    2001-01-01

    This article discusses the purpose of gifted program evaluation and identifies some of the pertinent issues involved in evaluating gifted programs. The gifted program delivered by the Peel District Board of Education in Ontario, Canada, is used to illustrate key evaluation considerations, including gifted identification procedures and gifted…

  17. Moving as a gift: relocation in older adulthood.

    PubMed

    Perry, Tam E

    2014-12-01

    While discussions of accessibility, mobility and activities of daily living frame relocation studies, in older adulthood, the paper explores the emotional motivation of gift giving as a rationale for moving. This ethnographic study investigates the processes of household disbandment and decision-making of older adults in the Midwestern United States relocating in post-Global Financial Crisis contexts. In this study, relationships are created and sustained through the process of moving, linking older adults (n=81), their kin (n=49), and professionals (n=46) in the Midwestern United States. Using Marcel Mauss' The Gift (1925/1990) as a theoretical lens, relocation in older adulthood is conceptualized as a gift in two ways: to one's partner, and one's kin. Partners may consider gift-giving in terms of the act of moving to appease and honor their partner. Kin who were not moving themselves were also recipients of the gift of moving. These gifts enchain others in relationships of reciprocity. However these gifts, like all gifts, are not without costs or danger, so this paper examines some of the challenges that emerge along with gift-giving. Copyright © 2014 Elsevier Inc. All rights reserved.

  18. Moving as a Gift: Relocation in Older Adulthood

    PubMed Central

    2014-01-01

    While discussions of accessibility, mobility and activities of daily living frame relocation studies, in older adulthood, the paper explores the emotional motivation of gift giving as a rationale for moving. This ethnographic study investigates the processes of household disbandment and decision-making of older adults in the Midwestern United States relocating in post-Global Financial Crisis contexts. In this study, relationships are created and sustained through the process of moving, linking older adults (n=81), their kin (n=49), and professionals (n=46) in the Midwestern United States. Using Marcel Mauss’ The Gift (1925/1990) as a theoretical lens, relocation in older adulthood is conceptualized as a gift in two ways: to one’s partner, and one’s kin. Partners may consider gift-giving in terms of the act of moving to appease and honor their partner. Kin who were not moving themselves were also recipients of the gift of moving. These gifts enchain others in relationships of reciprocity. However these gifts, like all gifts, are not without costs or danger, so this paper examines some of the challenges that emerge along with gift-giving. PMID:25456616

  19. Meeting the Needs of the Highly Gifted.

    ERIC Educational Resources Information Center

    Morelock, Martha; And Others

    1997-01-01

    This supplementary insert discusses the differences between exceptionally gifted children and their more moderately gifted peers. Case studies are provided to illustrate the characteristics of exceptionally gifted children, including their tendencies toward fantasy and their ability to develop alternate realities. (CR)

  20. Gifted Education in India

    ERIC Educational Resources Information Center

    Roy, Paromita

    2017-01-01

    In the backdrop of India's growing population of 1.21 billion people with diverse, multicultural and multilingual backgrounds, gifted education is yet to be part of a formal educational policy in the country. Research on giftedness in India spans across 50 years, but lacks systematic and empirical grounding. The term "gifted" in the…

  1. Rethinking Gifted Education in South Africa: The Voices of Gifted Grade 11 Students

    ERIC Educational Resources Information Center

    Oswald, Marietjie; Rabie, Erika

    2017-01-01

    In this article, we report the findings of a qualitative, collective case study exploring the academic experiences of six grade 11 gifted students in two schools in diverse socio-economic communities in rural Western South Africa. Gifted students represent an important component of a nation's intellectual capital. They possess the qualities needed…

  2. Is It Good to Be Gifted? The Social Construction of the Gifted Child

    ERIC Educational Resources Information Center

    O'Connor, Jane

    2012-01-01

    There is growing evidence that children labelled as academically gifted are subjected to negative attitudes from others and that this impacts on their self-esteem and motivation to succeed. Through an analysis of British newspaper stories about gifted children, this article explores the socially constructed nature of the concept of the "gifted…

  3. Independent Curriculum Enrichment Studies: Learning Packages for the Gifted. Table of Contents; Teachers' Sheets.

    ERIC Educational Resources Information Center

    Lafayette School District, CA.

    The looseleaf binder contains a series of 268 learning packages for gifted and talented elementary school students, divided into 13 subject area sections, including art, chess, general, health, language arts, literature, mathematics, perception, reading, science, social studies, study skills, and thinking skills. Two additional sections include…

  4. Illinois Association for Gifted Children Journal, 2001.

    ERIC Educational Resources Information Center

    Smutny, Joan Franklin, Ed.

    2001-01-01

    Targeted to educators and parents of gifted children, this issue is divided into three sections that address differentiating curriculum for the gifted. The following articles are included: (1) "The Essential Assumptions Regarding Differentiation of Curriculum for Gifted Students" (Susan Winebrenner); (2) "Curriculum Differentiation…

  5. 26 CFR 25.2702-6 - Reduction in taxable gifts.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 26 Internal Revenue 14 2010-04-01 2010-04-01 false Reduction in taxable gifts. 25.2702-6 Section... AND GIFT TAXES GIFT TAX; GIFTS MADE AFTER DECEMBER 31, 1954 Special Valuation Rules § 25.2702-6 Reduction in taxable gifts. (a) Transfers of retained interests in trust—(1) Inter vivos transfers. If an...

  6. Recruiting and Retaining Black Male Teachers in Gifted Education

    ERIC Educational Resources Information Center

    Bryan, Nathaniel; Ford, Donna Y.

    2014-01-01

    Every school district shares the pervasive issue of having males under-represented in the teaching profession. Likewise, most have a paucity of teachers who are African American. Combining both gender and race, only 1% of teachers are Black males. In the article, we rely on scholarship regarding the lack of diversity among teachers and among males…

  7. AutoCAD-To-GIFTS Translator Program

    NASA Technical Reports Server (NTRS)

    Jones, Andrew

    1989-01-01

    AutoCAD-to-GIFTS translator program, ACTOG, developed to facilitate quick generation of small finite-element models using CASA/GIFTS finite-element modeling program. Reads geometric data of drawing from Data Exchange File (DXF) used in AutoCAD and other PC-based drafting programs. Geometric entities recognized by ACTOG include points, lines, arcs, solids, three-dimensional lines, and three-dimensional faces. From this information, ACTOG creates GIFTS SRC file, which then reads into GIFTS preprocessor BULKM or modified and reads into EDITM to create finite-element model. SRC file used as is or edited for any number of uses. Written in Microsoft Quick-Basic (Version 2.0).

  8. Gifted Education in China

    ERIC Educational Resources Information Center

    Zhang, Zhitian

    2017-01-01

    The purpose of the present article is to provide an overview of gifted education in China, by tracing the social and cultural roots of the education system, and to review recent research that relates to current practices in gifted education. As a starting point, I will analyse conceptualisations and definitions of the key terms "talent"…

  9. 45 CFR 73.735-504 - Gifts to official superiors.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 45 Public Welfare 1 2010-10-01 2010-10-01 false Gifts to official superiors. 73.735-504 Section 73... CONDUCT Gifts, Entertainment, and Favors § 73.735-504 Gifts to official superiors. An employee shall not solicit a contribution from another employee for a gift to an official superior, make a donation as a gift...

  10. 13 CFR 106.500 - What is SBA's Gift authority?

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 13 Business Credit and Assistance 1 2010-01-01 2010-01-01 false What is SBA's Gift authority? 106... AND NON-FEE BASED SBA-SPONSORED ACTIVITIES AND GIFTS Gifts § 106.500 What is SBA's Gift authority? This section covers SBA's Gift acceptance authority under sections 4(g), 8(b)(1)(G), 5(b)(9) and 7(k)(2...

  11. What We Have Learned about Gifted Children, 1979-1997.

    ERIC Educational Resources Information Center

    Silverman, Linda Kreger

    This very brief paper summarizes 20 major findings of research on 3000 gifted children over 19 years at the Gifted Development Center (Denver, Colorado). Among findings are: (1) there are more highly gifted children than previously recognized; (2) when one child is gifted, the chances are great that all siblings are gifted; (3) second children are…

  12. 26 CFR 20.2012-1 - Credit for gift tax.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... used in prior years) 10,000 Total deductions 60,000 Taxable gifts 40,000 Total gift tax paid for... one gift was made during a certain calendar quarter, or calendar year if the gift was made before... calendar quarter or calendar year. On the other hand, if more than one gift was made during a certain...

  13. NEWEST teachers

    NASA Technical Reports Server (NTRS)

    1996-01-01

    NEWEST, or NASA Educational Workshops for Elementary School Teachers, is a two-week honors program for teachers, sponsored by NASA, the National Science Teachers Association, the National Council of Teachers of Mathematics and the International Technology Education-Association. A total of 25 teachers from the United States and U.S. State Department schools in Europe are chosen to work with NASA and other federal agency science and engineering professionals. Pictured, participants make hot air balloons as part of their activities.

  14. Core Leadership: Teacher Leaders and Common Core Implementation in Tennessee

    ERIC Educational Resources Information Center

    Aspen Institute, 2014

    2014-01-01

    In the summer of 2012, thousands of teachers across the United States attended several days of professional development workshops. The workshops, which focused on the Common Core State Standards, were part of a Tennessee Department of Education initiative in teacher leadership. The department recruited and trained 200 highly-effective teachers to…

  15. Illuminating learner realities: Perceptions, expectations, and experiences of gifted underachievers in a secondary school classroom

    NASA Astrophysics Data System (ADS)

    Schultz, Robert Arthur

    This study examined how classroom climate affected the performance of students identified as gifted and labeled as underachievers in a secondary science classroom. The goal was to develop an understanding about the complex needs of gifted underachieving students by accessing their "voices" as participants in the education process. Lack of emphasis in the literature regarding gifted underachiever performance and classroom climate provided a need to examine these interactions. However, it was the lack of the gifted underachievers' voices---those with the most at stake in the education process---in the research literature that necessitated examination of their classroom experiences. Case Study methodology guided the theoretical context of the work---informed by phenomenological inquiry to explore learner contextual meaning. Five tenth grade students (4 boys, 1 girl) ranging from 15--17 years of age participated in this qualitative research study. Four frames emerged from the data illuminating participant classroom realities. These were: (a) schools exist to conform students to the educational system; (b) connection to life beyond school is lacking; (c) curriculum needs to engage student interests; and, (d) mutual respect, effort and empathy---caring---on the part of teachers and students needs to occur in the classroom. Analyses led to both pedagogical and research implications. These included: Pedagogical (1) identifying and engaging student interests can enhance gifted underachiever classroom performance; (2) development of communication and negotiation skills are necessary for trust development; (3) students should be included in all phases of curriculum development. Research (1) research in gifted education needs to include student voice as an interpretive frame for understanding learning; (2) peer nomination may be a viable means of identifying gifted underachievers; (3) trust must be negotiated between all participants to develop lucid understanding of classroom

  16. Comparing Gifted and Nongifted African American and Euro-American Students on Cognitive and Academic Variables Using Local Norms

    ERIC Educational Resources Information Center

    Jordan, Kelli R.; Bain, Sherry K.; McCallum, R. Steve; Mee Bell, Sherry

    2012-01-01

    A total of 47 gifted and nongifted African American and Euro-American elementary students were rated by their teachers on a multidimensional instrument developed to minimize language considerations and to rely on local norms (Universal Multiple Abilities Scales [UMAS; McCallum & Bracken, 2012a]). Results from two factorial MANOVAs revealed no…

  17. Intellectually Gifted Rural-to-Urban Migrant Children's Attention

    ERIC Educational Resources Information Center

    Zhang, Hui; He, Yunfeng; Tao, Ting; Shi, Jian-Nong

    2016-01-01

    The term "intellectually gifted rural-to-urban migrant children" refers to intellectually gifted children who are in migration from rural to urban areas. We compared performances on seven attention tasks among intellectually gifted (n = 26) and average (n = 30) rural-to-urban migrant and intellectually gifted urban children (n = 31). Our…

  18. I-LLINI Partnerships for 21st Century Teachers

    NASA Astrophysics Data System (ADS)

    Read, K.; Wong, K.; Charlevoix, D. J.; Tomkin, J.; Hug, B.; Williams, M.; Pianfetti, E.

    2008-12-01

    I-LLINI Partnerships is two-year State funded program to initiate enhance communication between the faculty at University of Illinois and K-12 teachers in the surrounding communities. The program focuses on math and science with a particular emphasis on the use of technology to teaching math and science to middle-school aged children. The Partnership provides participating teachers with a suite of technology including a computer, digital camera, and software, as well as a small stipend. University partners include representatives from the Departments of Mathematics as well as the Department of Atmospheric Sciences and the Department of Geology. The Atmospheric Sciences and Geology faculty have partnered to provide content using an Earth Systems Science approach to presenting content to the teachers. Additionally, teachers provide feedback to university faculty with relation to how they might better prepare future science teachers. Teacher participants are required to attend a series of workshops during the academic year as well as a summer workshop. The first workshop was held June 2008 on the University of Illinois campus. Our poster will highlight the first workshop providing a discussion and photographs of the activities, an analysis of the benefits and challenges - both to the university representatives as well as the teachers ­ and a summary of future changes planned for the 2009 summer workshop. During the second morning of the workshop, the science teachers participated in an EcoBlitz via a field trip to a collect data from a stream near campus. During the EcoBlitz, math teachers attended tutorial sessions on campus on statistical analysis software. The EcoBliz teachers were provided with instruments and equipment necessary to collect data on the weather conditions and water quality of the stream. Instruments included a temperature probe, turbidity sensor, dissolved oxygen sensor and a hand held weather instrument. Data was recorded with Vernier Lab

  19. Gifted Education and the Spectre of Elitism.

    ERIC Educational Resources Information Center

    Howley, Aimee

    1986-01-01

    Explains current practices in gifted education as they relate to the schools' role in legitimating existing patterns of social stratification. Argues that schools provide noncognitive instruction to gifted students to thwart their development as intellectuals. Evaluates the extent to which gifted education programs are elitist. (KH)

  20. Handbook of Classroom and Workshop Metric Activity Stations.

    ERIC Educational Resources Information Center

    Illinois State Office of Education, Springfield.

    The objectives of this handbook are to assist K-8 classroom teachers in launching an activity-oriented metric program that provides learning experiences in the measurement strands of linear, mass, and temperature, and to assist metric coordinators in planning metric awareness workshops for teachers, parents, and various community organizations.…

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