Although most teacher education programs offer classes on special education and English language learners, teachers often do not receive any training in the needs of high-ability students or gifted education practices. This book:
Table of Contents
INTRODUCTION Intentionally Teaching Gifted Learners CHAPTER 1 Gifted Learners: Research, Theories, and Models CHAPTER 2 Underrepresented Populations in Gifted Education CHAPTER 3 Social-Emotional Factors for the Gifted and Talented CHAPTER 4 Twice-Exceptional Learners CHAPTER 5 Grouping and Acceleration Options for Gifted Students CHAPTER 6 Differentiating Curriculum, Assessment, and Instruction for Gifted Learners References About the Authors
Kelly C. Margot, Ph.D., is an assistant professor at Grand Valley State University in Grand Rapids, MI. Prior to that position, she was a gifted specialist in Texas for 17 years.
Jacque Melin joined the faculty at Grand Valley State University in August 1999 as an affiliate faculty member. She teaches classes in educational differentiation, curriculum development, and assessment practices for Graduate Studies in Education.