Several states offer additional teacher preparation programs by providing either an endorsement or certification in the field, but these are often pursued by teachers specifically enrolled in gifted coursework rather than in general education programs. Practitioners and researchers agree that time and energy should be spent on training teachers in how to address the needs of gifted and talented students, both within the regular classroom and in specialized programs. This three-book series acknowledges this need and provides specific strategies for professional development in a variety of settings using various methods. Drawing on both literature in the field and research-based best practices in professional learning, this series provides the reader with a foundation for designing and implementing effective professional development experiences for educators working with gifted learners. This volume:
- Provides strategies and curricular materials/resources for working with gifted learners in specific content areas (i.e., mathematics, science, social studies, literacy, languages, and the arts).
- Discusses the importance of training teachers to use high-quality curriculum.
- Builds off of research on talent development, cultural awareness, and social justice in education.
- Details instructional strategies that are appropriate for challenging gifted learners, including developing growth mindset.
A service publication of the National Association for Gifted Children (Washington, DC) This designation indicates that this book has been jointly developed with NAGC and that this book passes the highest standards of scholarship, research, and practice.
Table of Contents
INTRODUCTION SECTION 1: CURRICULUM FROM THE BIGGER PICTURE CHAPTER 1: Engaging Gifted Teachers in Professional Learning About Content Curriculum CHAPTER 2: Professional Learning Through a Growth Mindset Lens CHAPTER 3: It’s a Marathon, Not a Sprint: Gifted Professional Learning and the Change Process From the Administrator’s Shoes SECTION 2: CURRICULUM THROUGH A CONTENT LENS CHAPTER 4: Professional Learning Practices in Literacy Education for Gifted and Talented Students CHAPTER 5: Research-Based Essentials in Professional Learning: Social Studies CHAPTER 6: Foreign Language Education and Professional Learning for Teachers of Advanced Language Learners. CHAPTER 7: Research-Based Essentials in Professional Learning in the Arts.. CHAPTER 8: Professional Learning in Science for Teachers of the Gifted: A Focus on Science and Engineering Practices and Crosscutting Concepts CHAPTER 9: Crafting Professional Learning Experiences for Teachers of Gifted Students in Mathematics Using the CLEAR Curriculum Model’s Language Arts Units to Support Professional Learning in Gifted Education ABOUT THE AUTHORS
The National Association for Gifted Children’s mission is to support those who enhance the growth and development of gifted and talented children through education, advocacy, community building, and research. NAGC aims to help parents and families, K–12 education professionals including support service personnel, and members of the research and higher education community who work to help gifted and talented children as they strive to achieve their personal best and contribute to their communities.
Angela Novak, Ph.D., is an assistant professor in Elementary and Middle Grades Education at East Carolina University in Greenville, NC.
The work draws from the need of specific strategies related to professional development and uses a variety of methods to achieve these strategies. It should be made available in media centers for staff development and also in the libraries of colleges and universities that prepare students to be educators. ,Lewie Dunn,Georgia Military College, 6/25/20
This three-volume work can be used as a reference book for students in teacher-training programs as well as by teachers for lesson planning and professional development programs, especially regarding the aspect of giftedness. It can also be of great value for schools who emphasize giftedness in their mission statement and intend to implement it. ,Helene Rucker, European Council of High Ability-vñsterreich, 12/21/20