DOCSLIB.ORG

Illinois Council for the Gifted Journal, 1992

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Illinois Council for the Gifted Journal, 1992 DOCUMENT RESUME ED 347 752 EC 301 368 AUTHOR Smutny, Joan Franklin, Ed. TITLE Illinois Council for ttle Gifted Journal, 1992. INSTITUTION Illinois Council for the Gifted, Palatine. PUB DATE 92 NOTE B5p. PUB TYPE Collected Works - Serials (022) -- Guides - Fon-Classroom Use (055) JOURNAL CIT Il1inci-.; Council for the Gifted Journal; v11 1992 EDRS PRICE MFUl/PCG4 Plus Postage. DESCRIPTORS *Ability Identification; *Child Rearing; Classroom Environment; Cooperative Learning; *Curriculum Development; Educational Planning; Educational Practices; Elementary Education; *Gifted; Models; Parent Child Relationship; Preschool Children; i-reschool Education; *Program Development; Student Characteristics; Student Evaluation; *Talent Identification; Thinking Skills; Whole Language Approach IDENTIFIERS Illinois ABSTRACT This annual issue of the Illinois Council for the Gifted Journalkincludes 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 Gifted and Talented Children" (James Webb); "Early Assessment of Exceptional Potential" (Beverly Shaklee and Jane Rohrer); "Teacher Assessment of Preschool and Primary Giftedness" (Jane Wolfe and W. Thomas Southern); "Characteristics of Gifted. Children and How Parents and TeaChers Can Cope with Them" (Arn3oarie Roeper); "The Needs of the Young Gifted Child (A Short and Incomplete Overview)" (Annemarie Roeper); "The Whole Child and the Gift--Nurturing Our Very Young Gifted Students" (Dorothy Massalski); "Irtegrating the Gifted Child into Family Life" (Caryl Krueger); "Family Factors in the Adult Success of High-IQ Children" (Rena Subotnik and James Borland); "The ABC's of Curriculum for Gifted 5-Year-Olds: Alphabet, Blocks and Chess?" (Susan Kaplan); "Teaching Thinking Early" (Anne Crabbe and Pat Hoelscher); "Greater Gifts Than Thpae" (Susan Belgrad); "Creating a Nurturing Classroom Environment" (Laura Reguarth); "Education of Young Gifted Children" (Peggy Snowden); "Intuition is for the Learning" (Don Rapp); "Cooperative Learning: A Wolf in SPeep's Clothing" (Susan Linnemever); "Reaching All Studelts in a Heterogeneous Classroom Through Whole Language" (Margaret Bryant); "Gifted Education: To Be or Not to Be?" (Kathy Hagstrom); "From Ownership to 'Allship': Building a Conceptual Framework for Education of the Gifted and Creative" (LeoNora Cohen). Two addi.tional articles are: "My Life and How it Grew" (Julian Sanley) and "What the Gifted Need: Toward a General Unified Plan for Gifted Education" (Jessie H. Sanders and Leonard H. Sanders). (DS) ILLINOIS COUNCIL FOR THE III GIFTED A NOT-FOR-PROFIT ORGANIZATION "PERMISSION TO REPRODUCE THIS JOURNAL. MATERIAL HAS BEEN GRAN'ED BY 01\1 46I26 OLUNE11, 1992 t" TO THE EDUCATIONAL RESOURCES '111iiml.mr, INFORMATIONCENTER fERICI." rm. Or:fp...2N. 2 CURRICULUM FOR YOUNG GIFTED CHILDREN The ABC's of Curriculum for Gifted fi-year-oldss Alphabet, Bloats and Chess? IDENTIFYING THE YOUNG Swan Kaplan GIFTED CHILD Teaching Thinldng Early 114444144444444 44411,1444444444444444444411411114444445 How Can I Tell If My Preschooler is 4 Anne Crabbe and. Pat Hoelscher Susan Galant Greater Gifts Titan These 47 Early Childhood Educatbn for the Gifts& Susan Belgrad The Need for Intense Study & Observation ..... 6 Creating a Nurturing Classroom Maurice Asher Environment fltSltflfllllSt4fllSttJfltltflflflflflflfl##flflfllvflflflfl 48 Assessing Gifted and Talented Children 10 Laura Requartlt James Webb Education of Young Gifted Children Early Assessment of Exceptional Potential 22 Peggy Snowden Beverly Shaklee and Jane Rohrer Intuition is for the Learning !SW& .004.14.1.44 ********* Teacher Assessment of Preschool and Don Rapp Primary Giftedness 24 Jane Wolfe and W Thomas Southern EDUCATIONAL PROGRAMS FOR YOUNG GIFTED CHILDREN Coopecative Learning: NURTURING THE YOUNG A Wolf in Sheep's Clothing 62 GIFTED CHILD Susan Linnerneyer Characteristics of Gifted Children and How Re Aching All Students in a Heterogeneous Parents and Teachers Can Cope with Them 31 Classroom Through Whole Language 64 Annemarie Roeper Margarvt Bryant The Needs of the Young Gifted Child Gifted Educations To Be or Not to Be? 68 (A Short and Incomplete Overview) 32 Kathy MY ?Won Annemarie Roeper From Ownership to Allohlp: The Whole Child and the rat Building a Conceptual Framework for Nurturing Our Very Young Gifted Students Education of the Gifted and Creative 69 Dorothy Massalaki LeoNora Cohen Integrating the Gifted Child into Family Life 34 Caryl Krueger A TRIBUTE TO JULIAN STANLEY Family Factors in the Adult Success My Life and How it Grew ..76 of High-IQ Children 37 Julian Stanley Rena Subotnik & James Borland NT) U 3 DEPARTMENT Of EDUCATION FROM THE ICG PRESIDENT Orhce dt Ed,,catonal Ressafcn ins N.Pfovrenenl What the Gifted Needs Toward a General EDUCATIONAL RESOURCES INFORMATION CEWER (ERIC! Unified Plan for Gifted Education ....H.. fil 11,8 documeni nas Dean ,Saftyditc es al ,OCemed Iron, Me wireori of orgamttll,oft Jessie IL Sanders and Leonard IL Sanders 'ef) wrgoialin C Munsr enanges NIA4 Dean masa lo roofOref retwOduClitY, CluiirtY Pc:unit; IV re* Or 004fIrOns 011100 in tniaspeu f°/1 101 necelaafIlY ;palatal/I Offieral OEPI a0fillen Of 130lICY '1"1-7 BEST COPY AVAILABLE- INTRODUCTION Joan Franklin Smutny, Editor Director of The Center for Gifted, National-Louis liniversiN Evanston, Minoie In the 1830's, Wilhelm Froebel of Germany coined In the second section, 'Nurturing theYoung Mita the term, "Idndergarten," which is literally translated, Child,* Annemarie Roeper, a pioneer. in gifted educa, 'children's garden.' As Froebel envisioned it, kinder- tion, identifies characteriatics of gifted children and garten was a place where a young child's unique abili- how parents and teachers can effectively respond to ties could germinate. Gently and with keen sensitivity, them. la a companion piece, Roeper proyides a brief the educator, or keeper of the garden, would preserve, statement outlining varioul needs of the yalingfited. protect and nurture the child's inherent joy and sense of child.Dorothy Massilaki, early childho'od teacher; wonder. Careful cultivation at this early age would turn provides incisive observations from a teacher', map* the child naturallytoward the light ofknowledge, thereby tive on the need to maintain a sense of patience and enlightening his or her perspective toward learning, balance while educating the young gifted and talented work and play. By so enriching the whole of the child's child. The reader will find substantive advice from educational experience, the whole child, the 'full corn in Caryl Krueger, author of many books for parents and the ear,' would blossom in due season. grandparenta, whose article here features ideas on From today's perspective, it seems a marvel that a creating a home atmosphere that provides a nurturing gentleman who emerged amid the dawn of the Indus- environmentfor the gifted child in particular and the trial Revolution and ita particular mindsets could speak entire family in general. Recent research by known so perceptively in terms of the natural unfoldment of the gifted educators Rena Subotnik and James Borland child and the importance of recognizing and nurturing poses some provocative questions regarding the effect his capabilities and talents, to achieve balance in the that parents have on their gifted child's success or physical, intellectual, moral, and spiritual culture of failure in his or her chosen career as a gifteddult. this young child. The reader may pick up a few new chess moves, as Recently, a parallel appreciation among educators well as learn an important lesson on dispelling precon. regarding the special needs of the young gifted child has ceived notions about "developmentally appropriate cur- emerged. In an effort to bring these ideas and ideals to ricuhim,* in teacher Susan Kaplan's article which ap- a higher level of awareness, this issue of the Journal is pears in this issue's third section, "Curriculum for dedicated to this long-overdue trend in the field of gifted Young Gifted Children." Learning how to think, riot just education.It ia our privilege to share with you a what to think, is the underlying theme presented by splendid collection of insights, experiences, observa- gifted practitioners Anne Crabbe and Pat Hoelscher. tions and recommendations in regard to identifying, The two authors discuss an academic adventure upon nurturing and appropriately educating the gifted young which they embarked, "The Future Problem Solving child, from some of the fme thinkers and doers in this Program,' which, they concur, augments the basic school underrated and often highly neglected area. Parents of curriculum by employing the creative, six-step problem- young children, pre-school and kindergarten teachers, solving process dc veloped by Alex Osborn and Sidney as well as practitioners in early childhood and gifted Parma. The ingenious qualities of the Froebel Gifts are education, will find a rich harvest of information and delightfully illustrated by Susan Belgrad, early child- guidance among the pages of this issue. It is our hope hood educator, with the help of her gifted son and his that myths will be dispelled and more accurate perspec- third-grade classmates. tives concerning the essentiality of focus on the gifted Continuing in the genie section, teacher Laura young child will be gained--and disseminated. Requarth shares diversified
Load more

Recommended publications
  • Metodologia Empírica Seguida Neste Trabalho
    Universidade do Minho Escola de Psicologia Sílvia Correia Monteiro Percursos de excelência académica no ensino superior: Estudo em alunos de Engenharia em Portugal Percursos de excelência académica no ensino superior: de excelência Percursos Estudo em Portugal em alunos de Engenharia Sílvia Correia Monteiro Julho de 2012 UMinho | 2012 Universidade do Minho Escola de Psicologia Sílvia Correia Monteiro Percursos de excelência académica no ensino superior: Estudo em alunos de Engenharia em Portugal Tese de Doutoramento em Psicologia Área de especialização em Psicologia da Educação Trabalho efectuado sob a orientação de Professor Doutor Leandro da Silva Almeida e da Professora Doutora Rosa Maria de Castro Fernandes Vasconcelos Julho de 2012 DECLARAÇÃO É AUTORIZADA A REPRODUÇÃO INTEGRAL DESTA TESE APENAS PARA EFEITOS DE INVESTIGAÇÃO, MEDIANTE DECLARAÇÃO ESCRITA DO INTERESSADO, QUE A TAL SE COMPROMETE. Braga, ___/___/______ Assinatura: __________________________________________________________ AGRADECIMENTOS O desenvolvimento deste trabalho, concretizado na presente tese, resultou de um intenso percurso de desenvolvimento pessoal e profissional no qual colaboraram e contribuíram várias pessoas, junto de quem pretendo manifestar o meu reconhecido agradecimento. Aos meus orientadores, Professor Doutor Leandro Almeida e Professora Doutora Rosa Maria Vasconcelos, pela disponibilização de oportunidades que permitiram desenvolver este trabalho e, sobretudo, pela partilha dos conhecimentos que o orientaram, desde o primeiro momento. Ao Professor Doutor José Cruz, pelo apoio e conselhos prestados em diversas fases, e que em muito contribuíram para o desenvolvimento deste trabalho. Ao Professor Doutor Raúl Vidal, da Faculdade de Engenharia da Universidade do Porto, e à Dra. Isabel Gonçalves e Dra. Ana Lucas, do Instituto Superior Técnico, pelo apoio concedido no contacto com os participantes deste trabalho, que em muito contribuíram para o seu enriquecimento metodológico.
    [Show full text]
  • (“Terry”) Tao and Lenhard (“Lenny”) Ng Reflect on Their Talent Development
    SMP y ’ S G R E a T E S T c H I l D P R o D IGIES Insights From SMPy’s Greatest Former child Prodigies: Drs. Terence (“Terry”) Tao and lenhard (“lenny”) Ng Reflect on Their Talent Development Michelle C. Muratori and Julian C. Stanley Miraca U. M. Gross Johns Hopkins University University of New South Wales Lenhard Ng Terence Tao Duke University University of California, Los Angeles Jack Ng Billy Tao University of North Carolina, Chapel Hill Flinders University aSTRB a c T PTINGu T T HE R ESE a R c H T o u S E If the academic needs of the most profoundly gifted students can be met through the use of existing Given the wide-ranging differences in abilities, educational practices, specialists in gifted education interests, personalities, life experiences, and cul- can assume that the educational needs of less able, but ture that are evident among academically talented still academically talented, students can also be met students, most specialists in gifted education would by using some combination of these strategies as well. agree that a one-size-fits-all approach to educating This paper illustrates the feasibility and effectiveness of the gifted is antithetical to the fundamental prin- ® ¨ utilizing an individualized educational approach with ciples underpinning gifted education. As responsive gifted students by highlighting the unique educational as educators would like to be to the needs of their paths taken by two of the very ablest math prodigies gifted students, they may be reluctant to individual- identified by Dr. Julian Stanley through the Study ize the curriculum for these students on the grounds of Mathematically Precocious Youth (SMPY) since that they lack sufficient resources to provide such a its founding in 1971.
    [Show full text]
  • Measurement and Research in the Service of Education. INSTITUTIGN Georgia Univ., Athens
    DOCUMENT RESUME ED 04E 725 TM 000 305 AUTHOR Findley, Warren G. TITLE Measurement and Research in the Service of Education. INSTITUTIGN Georgia Univ., Athens. Research and Development Center in Educational Stimulation. SPONS AGENCY Office of Education (DREW), Washington, D.C. Cooperative Research Program. REPORT NO Ccc-Pap-10 PUB DATE Jun 70 CONTRACT CEC-6-10-061 NOTE 18p.; Invited address to Division D, Measurement and Research Methodology, American Educational Research Association, Minneapolis, Minnesota, March 1970 EDRS PRICE EDRS Price MF-$0.25 HC-$1.00 DESC2IETOES Educational Innovation, Educational Policy, Educational Problems, *Educational Research, Educational Testing, *Evaluation, Instrumentation, International Education, Longitudinal Stuclies, *Measurement Techniques, National Surveys, *Research and Development Centers, Research Methodology, Research Utilization, *Statistical Analysis AESTRACT This running commentary cites examples to show. that measurement and research in education, since Binet, have been used to solve schccl problems. Current problems cited stem from post-World War II acceptance of the goal of educating "all the children of all the people." Compensatory education, peer-tutoring vs. competitive scrambling, mastery learning, retention vs. dropout, and socioeconcmic segregation by tests, require study. Background surveys are cited that define the scope of the problems. Longitudinal studies ale recommended that feed back evidence of need and of success and failure en route to terminal evaluation. Multivariate analysis is advanced as essential methodology; person-environment interactions should be studied, not just controlled, if individualization is a goal of the teaching-learning process. Major research and development organizations need to be based on an interactive model, rather than a linear model, tc speed action and guide research.
    [Show full text]
  • National Pastime a REVIEW of BASEBALL HISTORY
    THE National Pastime A REVIEW OF BASEBALL HISTORY CONTENTS The Chicago Cubs' College of Coaches Richard J. Puerzer ................. 3 Dizzy Dean, Brownie for a Day Ronnie Joyner. .................. .. 18 The '62 Mets Keith Olbermann ................ .. 23 Professional Baseball and Football Brian McKenna. ................ •.. 26 Wallace Goldsmith, Sports Cartoonist '.' . Ed Brackett ..................... .. 33 About the Boston Pilgrims Bill Nowlin. ..................... .. 40 Danny Gardella and the Reserve Clause David Mandell, ,................. .. 41 Bringing Home the Bacon Jacob Pomrenke ................. .. 45 "Why, They'll Bet on a Foul Ball" Warren Corbett. ................. .. 54 Clemente's Entry into Organized Baseball Stew Thornley. ................. 61 The Winning Team Rob Edelman. ................... .. 72 Fascinating Aspects About Detroit Tiger Uniform Numbers Herm Krabbenhoft. .............. .. 77 Crossing Red River: Spring Training in Texas Frank Jackson ................... .. 85 The Windowbreakers: The 1947 Giants Steve Treder. .................... .. 92 Marathon Men: Rube and Cy Go the Distance Dan O'Brien .................... .. 95 I'm a Faster Man Than You Are, Heinie Zim Richard A. Smiley. ............... .. 97 Twilight at Ebbets Field Rory Costello 104 Was Roy Cullenbine a Better Batter than Joe DiMaggio? Walter Dunn Tucker 110 The 1945 All-Star Game Bill Nowlin 111 The First Unknown Soldier Bob Bailey 115 This Is Your Sport on Cocaine Steve Beitler 119 Sound BITES Darryl Brock 123 Death in the Ohio State League Craig
    [Show full text]
  • America's Church
    Inside Twenty Something Slowing down and saying thank you, Criterion page 12. Serving the Church in Central and Southern Indiana Since 1960 CriterionOnline.com November 13, 2009 Vol. L, No. 7 75¢ Cardinal praises vote for health America’s care reform with CNS photo/Nancy Wiechec federal ban on church abortion funding ‘Nation’s parish’ WASHINGTON (CNS)—Cardinal Francis E. George of Chicago, president of the celebrates 50 years U.S. bishops’ conference, praised as place of prayer the House of Representatives for approving a reform and pilgrimage bill that provides WASHINGTON (CNS)—The Basilica of the National “adequate and Shrine of the Immaculate Conception in Washington—the affordable health care largest Catholic church in North America and one of the to all” and “voting 10 largest churches in the world—is a familiar place to overwhelmingly” for a U.S. Catholics who regard the immense structure as prohibition on using their own. federal money to pay The basilica, which marks the 50th anniversary of its Cardinal Francis E. George for most abortions. dedication on Nov. 20, is not a parish or a cathedral. An amendment to Instead, it was designated by the U.S. bishops as a national ban abortion funding sponsored by Rep. Bart place of prayer and pilgrimage, something the basilica’s Stupak, D-Mich., and other House members 1 million annual visitors know well. passed 240-194, and led to passage of the The book America’s Church, published by Our Sunday Affordable Health Care for America Act in a Visitor in 2000, describes the basilica as having “no parish 220-215 vote.
    [Show full text]
  • Youths Who Reason Extremely Well Mathematically: Smpy's
    Editorial The guest editor for this issue is Professor Julian Stanley, Chair- man of the Department of Psychology of The Johns Hopkins Univer- sity, Baltimore, Maryland. Professor Stanley has been directing the Study of Mathematically Precocious Youth, perhaps the out- standing longitudinal study since Terman’s Genetic Studies of Genius. His editorial follows: YOUTHS WHO REASON EXTREMELY WELL MATHEMATICALLY: SMPY’S ACCELERATIVE APPROACH Julian C. Stanley For this special issue I commissioned three articles to be prepared by persons presently or formerly associated with the Study of Mathematically Precocious Youth (SMPY) at The Johns Hopkins University in Baltimore. These are supplemented by a selection of items from SMPY’s newsletter-journal, the Intellectually Talented Youth Bulletin (ITYB), which appears ten times yearly. For several months I also looked for other novel approaches to helping mathematically precocious youths a great deal educationally but could not find any that seemed nearly as strongly facilitative as SMPY’s &dquo;smorgasbord&dquo; of accelerative opportunities. Quite a few courses such as calculus are being taught better hitherto in a number of schools. Many summer, evening, or Saturday mor- 237 ning schools, camps, institutes, or supplemental programs offer cer- tain mathematics courses to able enrollees, usually as &dquo;enrichment&dquo; rather than for high school or college credit. Few of these are radical departures from long-known best practice, however, nor do they usually help relieve much of the fru~tration that the mathematically brilliant boy or girl is virtually certain to find in typical mathematics classes. During its first five years, supported financially by a grant from the Spencer Foundation of Chicago (which recently was renewed for three years), SMPY has been resoundingly successful in helping many certifiably youths move ahead in mathematics and other sub- jects at levels and rates appropriate FOR THEM.
    [Show full text]
  • Illinois Association for Gifted Children Journal, 2002. INSTITUTION Illinois Association for Gifted Children, Palatine
    DOCUMENT RESUME ED 477 216 EC 309 629 AUTHOR Smutny, Joan Franklin, Ed. TITLE Illinois Association for Gifted Children Journal, 2002. INSTITUTION Illinois Association for Gifted Children, Palatine. PUB DATE 2002-00-00 NOTE 62p.; Published annually. For the 2001 issue, see ED 451 639. AVAILABLE FROM Illinois Association for Gifted Children, 800 E. Northeast Highway, Suite 610, Palatine, IL 60067-6512 (nonmembers, $25). Tel: 847-963-1892; Fax: 847-963-1893. PUB TYPE Collected Works Serials (022) JOURNAL CIT Illinois Association for Gifted Children Journal; 2002 EDRS PRICE EDRS Price MF01/PC03 Plus Postage. DESCRIPTORS Ability Identification; Creative Activities; Creative Writing; *Creativity; Educational Strategies; Elementary Secondary Education; Fine Arts; *Gifted; Home Schooling; *Music Activities; Theater Arts; Underachievement IDENTIFIERS Kenya ABSTRACT This issue of the Illinois Association for Gifted Children (IAGC) Journal focuses on creativity. Featured articles include: (1) "Creativity: What Is It? and What Does It Look Like" (Sally Y. Walker);(2) "What Is Creativity?" (Debbie Cho);(3) "Creativity and Underachievement" (Sylvia Rimm); (4)"Stacy Hayden: Creativity-One Mother's Perspective" (Stacy L. Hayden); (5) "An Immodest Proposal for Preventing the Children We Teach from Being a Burden to Their Parents, Schools,or Country, and for Making Them Beneficial to the Public" (Ray Sheers);(6) "Finding Lost Keys: Creativity and the Fine Arts" (Michael Cannon);(7) "The Future of the Gifted in the 21st Century: The Need for Creative Solutions to Perennial Problems" (Maurice D. Fisher and Michael E. Walters);(8) "Thinking Outside the Box: The Power of Creativity in Content" (Karen Meador and Jim Granada); (9) "Cultivating the Gift of Creative Listening to Music" (Douglas Ashley); (10) "Music: Its Creativity and Integration into the Regular Classroom" (Kathryn P.
    [Show full text]
  • Student Experiences of an out of School Academic Enrichment Programme for High Ability Students Transitioning from DEIS Primary Schools to DEIS Secondary Schools
    Student experiences of an out of school academic enrichment programme for high ability students transitioning from DEIS primary schools to DEIS secondary schools Eamonn Carroll B.A. M.Phil Institute of Education, Dublin City University Thesis submitted for the Award of Ph.D. to Dublin City University (DCU) Submission Date- September 2020 Supervisors: Prof. Joe O’Hara & Dr. Colm O’Reilly Declaration of Work I hereby certify that this material, which I now submit for assessment on the programme of study leading to the award of Doctor of Philosophy is entirely my own work, that I have exercised reasonable care to ensure that the work is original, and does not to the best of my knowledge breach any law of copyright, and has not been taken from the work of others save and to the extent that such work has been cited and acknowledged within the text of my work. Signed: ______________________________________ (Candidate) ID No: 16210030 Date: _________________________ i ii Acknowledgements Firstly, I would like to thank my two doctoral supervisors, Professor Joe O’Hara and Dr. Colm O’Reilly for their constructive feedback, guidance and encouragement throughout this project. I would also like to thank Dr. Jennifer Riedl Cross and Professor Tracy Cross for the interest they have shown in my project and in my development as a researcher, as well as the kindness they have shown in all of our interactions. This thesis would not have been possible without the incredible (professional and personal) support I have received from everyone in the CTYI office over the last four years.
    [Show full text]
  • El-Estudio-De-Julian-C--Stanley-Sobre
    El estudio de Julian C. Stanley sobre talento excepcional: Una aproximación personalizada para dar respuesta a las necesidades de los estudiantes con altas capacidades The Julian C. Stanley Study of Exceptional Talent: A Personalized Approach to Meeting the Needs of High Ability Students Linda E. Brody El estudio de Julian C. Stanley sobre talento excepcional: talento sobre Stanley C. Julian de estudio El Una aproximación personalizada para dar respuesta a las a respuesta dar para personalizada aproximación Una necesidades de los estudiantes con altas capacidades altas con estudiantes los de necesidades The Julian C. Stanley Study of Exceptional Talent: Exceptional of Study Stanley C. Julian The A Personalized Approach to Meeting the Needs of High of Needs the Meeting to Approach Personalized A Ability Students Ability Brody, J.E. THE JUlIAn C. S TAnlEy STUDy Of EXCEpTIOnAl TAlEnT : Un EnfOqUE pERSOnAlIzADO pARA ATEnDER lAS nECESIDADES DE lOS AlUmnOS DE AlTA CApACIDAD Universidad John Hopkins, como desde su predecesor el Estudio de Jóvenes Matemáticamente Precoces (SMPY, Study of Mathematically Precocious Youth ). Con el renovado interés en el aprendizaje personalizado que existe en nuestros días, se nos presenta la oportunidad de institucionalizar este enfoque con mayor amplitud. Aún con todo, los alumnos necesitan información y recomendaciones de adultos expertos en programas que les ayudarán a desarrollar sus talentos; las escuelas deben ser flexibles y estar dispuestas a modificar sus currículos así como a otorgar créditos académicos por el trabajo realizado fuera de la escuela; también se deben abordar aquellas barreras económicas que puedan limitar el acceso a los programas fuera de la escuela.
    [Show full text]
  • Teaching Students Who Are Gifted and Talented. Programming for Students with Special Needs
    DOCUMENT RESUME ED 442 237 EC 307 875 TITLE Teaching Students Who Are Gifted and Talented. Programming for Students with Special Needs. INSTITUTION Alberta Learning, Edmonton. Special Education Branch. ISBN ISBN-0-7732-1801-7 PUB DATE 2000-00-00 NOTE 366p. AVAILABLE FROM Special Education Branch, 10 Floor, East Devonian Bldg., 11160 Jasper Ave., Edmonton, AB T5K OL2, Canada; Tel: 780-422-6326; Fax: 780-422-2039. PUB TYPE Guides Non-Classroom (055) EDRS PRICE MF01/PC15 Plus Postage. DESCRIPTORS Ability Identification; *Academically Gifted; *Creativity; Curriculum Development; Definitions; Educational Philosophy; Elementary Secondary Education; Foreign Countries; Postmodernism; *Student Characteristics; *Talent; Talent Identification; *Teaching Methods IDENTIFIERS *Alberta ABSTRACT This guide is intended to help schools and classroom teachers in Alberta provide successful school experiences for gifted and talented students. Section 1 focuses on program administration, including Alberta legislation, policy, and regulations; district administration of programs; and school administration of programs. Section 2 identifies an emerging paradigm which views giftedness as having multiple forms and as being diagnostic, developmental and based more on performance than test results. Also considered are concepts of giftedness as defined by Sidney Marland, Joseph Renzulli, Howard Gardner, Robert Sternberg, Donald Treffinger, Francoys Gagne, Julian Stanley, John Feldhusen, and George Betts. Section 3 focuses on identification with emphasis on inclusive identification processes. Section 4 considers characteristics of creatively gifted students in the visual and performing arts and offers classroom strategies for developing these talents. Section 5 specifically discusses strategies for designing and implementing instruction, including curriculum modification and instructional strategies. Section 6 discusses post-modern theory, its impact on current educational practice, and implications for developing curricula for gifted and talented students.
    [Show full text]
  • How to Raise a Genius: Lessons from a 45-Year Study of Super-Smart Children
    1 ﻋ ر ﺑ ﻲ How to raise a genius: lessons from a 45-year study of super-smart children A long-running investigation of exceptional children reveals what it takes to produce the scientists who will lead the twenty-first century. • Tom Clynes 07 September 2016 NATURE, 537 Issue 7619 On a summer day in 1968, professor Julian Stanley met a brilliant but bored 12-year-old named Joseph Bates. The Baltimore student was so far ahead of his classmates in mathematics that his parents had arranged for him to take a computer-science course at Johns Hopkins University, where Stanley taught. Even that wasn't enough. Having leapfrogged ahead of the adults in the class, the child kept himself busy by teaching the FORTRAN programming language to graduate students. Unsure of what to do with Bates, his computer instructor introduced him to Stanley, a researcher well known for his work in psychometrics — the study of cognitive performance. To discover more about the young prodigy's talent, Stanley gave Bates a battery of tests that included the SAT college-admissions exam, normally taken by university-bound 16- to 18-year-olds in the United States. Early child development: Body of knowledge Bates's score was well above the threshold for admission to Johns Hopkins, and prompted Stanley to search for a local high school that would let the child take advanced mathematics and science classes. When that plan failed, Stanley convinced a dean at Johns Hopkins to let Bates, then 13, enrol as an undergraduate. Stanley would affectionately refer to Bates as “student zero” of his Study of Mathematically Precocious Youth (SMPY), which would transform how gifted children are identified and supported by the US education system.
    [Show full text]
  • Profiles in Research
    Journal of Educational and Behavioral Statistics September 2009, Vol. 34, No. 3, pp. 395–427 DOI: 10.3102/1076998609339366 # 2009 AERA. http://jebs.aera.net Profiles in Research Linda S. Gottfredson Interview by Howard Wainer and Daniel H. Robinson Introduction The advance of science has long been burdened with the weight of entrenched interests. In the 17th century, the geocentric views of the universe that were taught by Aristotle, amplified by Thomas Aquinas, and enforced by the inquisition led to the conviction of Galileo and forced him to renounce his support of Copernicus’ heliocentric theory. Indeed, he avoided imprisonment only because the Duke of Tuscany intervened and got the Pope to commute his sentence. Copernicus’ vision of the solar system eventually triumphed when, in 1992, the Roman Catholic Church finally repealed the ruling of the Inquisition against Galileo. The Church gave a par- don to Galileo and admitted that the heliocentric theory was correct. Unfortunately, the pardon came 350 years after Galileo’s death. But the place of mankind in the universe is not the only topic in which empiri- cism and logic has had to do battle. Although Darwin did not have to go to court for his explanation of how life evolved on the Earth, John Thomas Scopes did. And, in 1925, he was convicted of teaching an alternative to the story of divine creation. He escaped with a US$100 fine, which the Baltimore Sun paid. 395 Downloaded from http://jebs.aera.net at UNIV OF DELAWARE LIB on September 16, 2009 Linda S. Gottfredson The Russian geneticist Nikolai Ivanovich Vavilov (1887–1943) was not so lucky.
    [Show full text]