{"title":"Creating Environments for Social and Emotional Development","authors":"Thomas P. Hébert","doi":"10.4324/9781003236870-2","DOIUrl":"https://doi.org/10.4324/9781003236870-2","url":null,"abstract":"","PeriodicalId":19054,"journal":{"name":"NAGC Pre-K–Grade 12 Gifted Education Programming Standards","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81077065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Curriculum Planning and Instruction Standard in Gifted Education: From Idea to Reality","authors":"J. Vantassel-Baska","doi":"10.4324/9781003236870-5","DOIUrl":"https://doi.org/10.4324/9781003236870-5","url":null,"abstract":"","PeriodicalId":19054,"journal":{"name":"NAGC Pre-K–Grade 12 Gifted Education Programming Standards","volume":"113 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77030341","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Professional Development Standard in Gifted Education: Creating Priorities","authors":"S. Kaplan","doi":"10.4324/9781003236870-8","DOIUrl":"https://doi.org/10.4324/9781003236870-8","url":null,"abstract":"","PeriodicalId":19054,"journal":{"name":"NAGC Pre-K–Grade 12 Gifted Education Programming Standards","volume":"393 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76447629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The standards movement has grown exponentially since 1983, when the National Commission on Excellence in Education published A Nation at Risk. The Commission recommended that schools, colleges, and universities adopt more rigorous and measurable standards and set higher expectations for academic performance. Since that time, all states have adopted some form of a standards-based education system, professional associations have approved content standards in most subject areas, and the No Child Left Behind Act of 2001 has required that states report results on standards-related accountability measures (U.S. Department of Education, 2008). More recently, the U.S. Education Department’s competitive grant program, Race to the Top, which has billions of dollars in federal monies, requires that states that are competing for these funds have standards in place to improve teaching and learning. Clearly, the standards movement is not going away. Because gifted and talented students deserve to be included, gifted educators must have standards to become actively involved in the national conversation. Currently, gifted educators have two sets of standards—those that address teacher preparation and those that address pre-K–12 programs. This chapter will (a) examine where these gifted education standards fit within the national context, (b) recognize the need for gifted programming standards, (c) explain the process used for developing the 2010 Pre-K–Grade 12 Gifted Programming Standards, (d) identify the general principles underlying the Gifted Program ming Standards, (e) contrast the 1998 Gifted Program Standards with the 2010 Gifted Programming Standards, (f ) describe each of the Gifted Programming Standards, and (g) make recommendations for their use.
自1983年国家卓越教育委员会出版《危险中的国家》以来，标准运动呈指数级增长。委员会建议学校、学院和大学采用更严格和可衡量的标准，并对学业表现设定更高的期望。从那时起，所有的州都采用了某种形式的基于标准的教育体系，专业协会批准了大多数学科领域的内容标准，2001年的《不让一个孩子掉队法》要求各州报告与标准相关的问责措施的结果(美国教育部，2008年)。最近，美国教育部的竞争性拨款项目“力争上游”(Race to the Top)获得了数十亿美元的联邦资金，该项目要求竞争这些资金的各州制定标准，以改善教与学。显然，标准运动不会消失。因为有天赋和才华的学生应该被包括在内，所以有天赋的教育者必须有积极参与国家对话的标准。目前，天才教育家有两套标准——一套针对教师准备，另一套针对k - 12学前教育项目。本章将(a)检查这些天才教育标准在国家背景下的适用情况，(b)认识到天才编程标准的必要性，(c)解释制定2010年k - 12年级天才编程标准的过程，(d)确定天才编程标准的一般原则，(e)将1998年天才编程标准与2010年天才编程标准进行比较，(f)描述每个天才编程标准，(g)对其使用提出建议。
{"title":"Introduction to the NAGC Pre-K–Grade 12 Gifted Programming Standards","authors":"S. Johnsen","doi":"10.4324/9781003236870-1","DOIUrl":"https://doi.org/10.4324/9781003236870-1","url":null,"abstract":"The standards movement has grown exponentially since 1983, when the National Commission on Excellence in Education published A Nation at Risk. The Commission recommended that schools, colleges, and universities adopt more rigorous and measurable standards and set higher expectations for academic performance. Since that time, all states have adopted some form of a standards-based education system, professional associations have approved content standards in most subject areas, and the No Child Left Behind Act of 2001 has required that states report results on standards-related accountability measures (U.S. Department of Education, 2008). More recently, the U.S. Education Department’s competitive grant program, Race to the Top, which has billions of dollars in federal monies, requires that states that are competing for these funds have standards in place to improve teaching and learning. Clearly, the standards movement is not going away. Because gifted and talented students deserve to be included, gifted educators must have standards to become actively involved in the national conversation. Currently, gifted educators have two sets of standards—those that address teacher preparation and those that address pre-K–12 programs. This chapter will (a) examine where these gifted education standards fit within the national context, (b) recognize the need for gifted programming standards, (c) explain the process used for developing the 2010 Pre-K–Grade 12 Gifted Programming Standards, (d) identify the general principles underlying the Gifted Program ming Standards, (e) contrast the 1998 Gifted Program Standards with the 2010 Gifted Programming Standards, (f ) describe each of the Gifted Programming Standards, and (g) make recommendations for their use.","PeriodicalId":19054,"journal":{"name":"NAGC Pre-K–Grade 12 Gifted Education Programming Standards","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81977122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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