Historically, students from ethnically, linguistically, and economically diverse backgrounds have been overlooked and underidentified for gifted services. The Young Scholars Model is a comprehensive approach to addressing the issue of underrepresentation through engagement of a schoolwide effort and commitment. This book:
- Shares how the model leads to increased representation in identification and student success in advanced academic programs.
- Describes the four major components of the model and how they integrate in practice.
- Supports efforts to find and nurture potential in students who have historically been overlooked for gifted services.
- Includes steps for implementation and practical guidelines that schools and districts will be able to follow with fidelity and success.
Table of Contents
Acknowledgments Foreword Introduction CHAPTER 1 Background and Overview of the Young Scholars Model CHAPTER 2 School and District Leadership CHAPTER 3 Seeking and Identifying Potential in Young Scholars CHAPTER 4High-Quality Curriculum CHAPTER 5 Professional Learning CHAPTER 6 Partnering With Families CHAPTER 7 Enrichment Opportunities CHAPTER 8 Expanding the Young Scholars Model to Other Schools and Districts References Appendix: Sample Applications of Critical and Creative Thinking Strategies About the Authors
Carol V. Horn, Ed.D., has worked extensively to develop and implement the Young Scholars model, a comprehensive approach to finding and developing talent and gifted potential in young learners from underrepresented populations. Carol was coordinator of Advanced Academic Programs for Fairfax County Public Schools (FCPS) for 17 years and has worked in gifted education for more than 30 years. She is a National Board Certified Teacher and past president of the Virginia Association for the Gifted. She has a master's in education in educational psychology with an emphasis on gifted from the University of Virginia and a doctorate in teacher preparation and special education from The George Washington University.
Catherine A. Little is a Professor in Giftedness, Creativity, and Talent Development in the Department of Educational Psychology at the University of Connecticut. She earned her Ph.D. in Educational Policy, Planning, and Administration with emphasis on Gifted Education Administration from William & Mary. Her research interests include professional learning, differenatiation of curriculum and instruction, and classroom questioning practices. Recently, she has been project director for Project SPARK and Project LIFT, both of which are federally funded reserach initiatives focused on working with schools and teachers to recognize and respond to advanced academic potential in the early grades, particularly in students from underserved populations.
Kirsten Maloney has worked in gifted education for more thean 15 years in a variety of roles, including central office, elementary Advanced Academic Resource Teacher, Young Scholars lead teacher and curriculum writer, and gifted and general education classroom teacher. She is currently the K-12 Coordinator of Advanced Academic Programs (AAP) in Fairfax County Public Schools in Northern Virginia. Kirsten is a National Board Certified Teacher, has a master's in educationl psychology with an emphasis in gifted education from The George Washington University, and is currently an Ed.D. student in educational leadership at the University of Virginia.
Cheryl McCullough is currently working as the K-12 Supervisor for Gifted Services in Arlington Public Schools in Arlington, VA. She has worked in gifted education for 30 years in a variety of roles, including gifted specialist, gifted center teacher, Schoolwide Enrichment Model (SEM) specialist, and curriculum writer. She worked in the AAP office in Fairfax County Public Schools and worked with a team to support the Young Scholars Model. She initiated the Young Scholars Model in Arlington Public Schools. Cheryl served as a board member for NAGC, is a past president of Virginia Association for the Gifted, earned her National Board Certification, and was awarded teh Mover and Shaker Award from Future Problem Solving of Virginia. She has an Ed.S. in administration and supervision, an M.A. in curriculum and instruction, and B.A. in political science, all three earned from Virginia Tech.