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For Each of the Four Serial Issues Analyzed Separately Under Their Respective Theme Titles, See EC 305 192-195

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For Each of the Four Serial Issues Analyzed Separately Under Their Respective Theme Titles, See EC 305 192-195 DOCUMENT RESUME ED 404 767 EC 305 191 AUTHOR Sayler, Michael, Ed. TITLE Tempo, 1996. INSTITUTION Texas Association for the Gifted and Talented, Austin. PUB DATE 96 NOTE 182p.; For each of the four serial issues analyzed separately under their respective theme titles, see EC 305 192-195. AVAILABLE FROMDr. Michael Sayler, University of North Texas, P.O. Box 13857, Denton, TX 76203-6857; fax: 817-565-2089; telephone: 817-565-4699. PUB TYPE Collected Works Serials (022) Guides Non- Classroom Use (055) Reports Descriptive (141) JOURNAL CIT Tempo; v16 n1-4 1996 EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS Ability Identification; Black Students; Child Advocacy; Cultural Differences; Educational Legislation; *Educational Strategies; Elementary Secondary Education; *Gifted; Hispanic Americans; Home Schooling; Inventions; Language Minorities; Magnet Schools; Mathematics Education; Minority Group Children; Parent Rights; Parent School Relationship; Science Education; *Student Development; *Talent; *Talent Development IDENTIFIERS African Americans; Texas ABSTRACT This document consists of the four issues of "Tempo," the newsletter of the Texas Association for the Gifted and Talented (TAGT), published during 1996. Each issue focuseson a specific theme, such as math and science instruction, culturally diverse gifted students, parents and teachers working together, andfuture challenges. Articles include: "Science Education for Gifted Students" (Joyce VanTassel-Baska); "Young Math Whizzes: Can TheirNeeds Be Met in the Regular Classroom?" (Ann Lupkowski-Shoplik); "NurturingFuture Edisons: Teaching Invention to Gifted Students" (Jonathan Pluckerand Michael E. Gorman); "Recruiting and Retaining Diverse Students in Gifted Education" (Donna Y. Ford and J. John Harris); "Hispanicand Gifted/Talented: Can You Be Both?" (Rebecca V. Rendon); "The Education of a Gifted Non-English Speaking Immigrant" (Becky Alanis); "Discovering and Nurturing Talents in Young Hispanic Students" (Marta Mountjoy); "Alternate Identification for Gifted African-Americans" (Donna Ashby); "Thinking about the September Challenge" (Donna Enersen), which discusses parents and teachers workingtogether; "Advocating for Appropriate Education for Your Child" (Colleen Elam); "A Taste of Gifted and Talented for Parents" (Elma Torres);"Texas Law and Parent Rights and Responsibilities" (Ann Wink); "A Thoughtful Look at the Concept of Talent Development" (Francoys Gagne); "There and Back Again: Searching the Past for Future Answers" (MichaelW. Cannon); "Magnet Programs for Gifted Girls: A Parent's Perspective" (Ava Welge and Beth Fouse); and "Home Schooling GiftedChildren: The Ultimate Pullout Program" (Brooke Randal). Some articles include references. (CR) U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement ED TIONAL RESOURCES INFORMATION CENTER (ERIC) his document has been reproduced as received from the person or organization originating it. C-- Minor changes have been made to ,..0 improve reproduction quality. t"--- cr Points of view or opinions stated in this C) . document do not necessarily represent nzr official OERI position or policy. (21 .1-.) Tempo, Volume 16; Issue-A=4. Sayler, Michael, Ed. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY C. (11( rdOvi TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) BEST COPY AVAILABLE 2 TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED VOLUME XVI ISSUE 1 Member, National Association for Gifted Children (NAGC) WINTER 1996 REGULAR FEATURES From The President Mary Seay 2 mq-1E,oFCE9 Executive Director Update Connie McLendon 3 AND ;TEE =ENT Our Editorial Focus GD Michael Sayler 4 Profiles of the Gifted 16 Call For Articles 39 SCIENCE EDUCATION THEME SECTION Science Education for Gifted Students FORGIFTED STUDENTS Joyce VanTassel-Baska 1 Young Math Whizzes: Can Their Joyce VanTassel-Baska, Ed. D. Needs Be Met in the Regular Classroom? The College of William and Mary Ann Lupkowski-Shoplik 5 [email protected] Nurturing Future Edisons: Teaching Invention to Gifted Students In this time of great concern about the continuation and continuity of programs for Jonathan Plucker, Michael Gorman 10 gifted students in many parts of the country, perhaps it is appropriate to focus on fundamental areas of learning in which they participate in regular classrooms. It Raising Cattle: is relatively uncommon to find pullout science programs at the elementary level and Gifted Education Comes Alive also somewhat rare to find separate science programs for gifted students in middle Elaine Gray, Scott Barton, schools. Consequently my suggestions for looking at science curriculum will be James Coffey 13 made from the assumption that these students are being served in regular class- SPREADSHEET FEATURES rooms. If we are interested in finding a curriculum base that is highly appealing to 1995 Teacher/Parent of the Year 20 gifted students, that offers a good point of departure for interdisciplinary learning, and that is highly relevant to efforts toward curriculum reform for all students, Introducing New Members of science is clearly the most appropriate area we could find. 1996 Executive Board 21 Texas Elementary Teacher What Should a Science Curriculum for of the Year: Ann Brock 23 Gifted Students Include? Special: SBOE Rule Revisions 24 In our work at The Center for Gifted Education at The College of William and Mary, Letter from Texas Commissioner of we have spent the past six years addressing issues of appropriate science curriculum Education Mike Moses 25 and instruction for high-ability students as well as melding those ideas to the 1995 TAGT Conference Photos 26 template of curriculum reform for all students in science.Consequently, the elements essential for high-ability learners also have saliency for other learners as 1996 Conference well. The most important include the following elements. Call for Proposals 31 Application for An Emphasis on Teaching Concepts Awareness Certificate Credit 33 By restructuring science curriculum to emphasize those ideas deemed most appro- 1996 Creativity Potpourri priate for students to know and grounded in the view of the disciplines held by Call for Presenters 35 practicing scientists, we allow students to learn at deeper levels the fundamental TAGT Executive Board ideas central to understanding and doing science in the real world. Concepts such Highlights 36 The use of technology to teach science offers some exciting possibilities for connected Calendar of Events 38 (See VanTASSEL-BASKA, p. 14) 3 BEST COPY AVALABLE FROM THE PRESIDENT Mary Seay VOLUME XVI ISSUE 1 WINTER 1996 Once again it is my pleasure to speak to PUBLICATIONS EDITOR the members of TAGT and readers of Michael Sayler, Ph. D. Tempo. It is with a feeling of great honor MANAGING EDITOR Beverly Lowry 6 and humility that I am privileged to serve this year as your president. I am tremen- TACT OFFICERS dously aware of the weight of the respon- PRESIDENT sibility for protecting the interests of our Mary Seay, Ph. D. gifted children in Texas and, by exten- PRESIDENT-ELECT sion, gifted children all over the world. Susan Johnsen, Ph. D. f 1 And to that end, I would like to begin this FIRST VICE-PRESIDENT year by addressing a pressing concern in Benny Hickerson, Ph. D. this time of misunderstanding of the nature of the gifted child and of SECOND VICE-PRESIDENT the homogenizing of our programs. Ann Williams THIRD VICE-PRESIDENT The most eminent researcher in this area today, Karen Rogers of the Colleen Elam University of St. Thomas, has written that many reformers are SECRETARY/TREASURER arguing for the elimination of most forms of ability grouping. The Tracy Weinberg suggestions are that children of like ability working together in a IMMEDIATE PAST-PRESIDENT group be replaced by mixed-ability classrooms in which whole group Ann Wink instruction and cooperative learning are the major pedagogical deliv- ery systems. Keep in mind that "cooperative learning" means a group TAGT STAFF in which one "high" child, one "low" child, and two or more "average" EXECUTIVE DIRECTOR children work together. Connie McLendon COORDINATOR OF PROGRAMS AND SERVICES Some of these folks are calling for the elimination of gifted programs Alicia Denney in the name of reform. This effort was originally sponsored by the ADMINISTRATIVE ASSISTANT parents and supporters of special education students to place them in Beth Tracy a "least-restrictive" environment. It is daunting to realize that most MEMBERSHIP COORDINATOR reformers are not aware that the least-restrictive environment for Trey Watters gifted children is working together in a mental peer grouping. Any other reasoning is manifestly non-sequitur. The Texas Association for the Gifted and Talented (TAGT) is a non- profit organization of parents and professionals promoting appropriate In the 1990 Communicator, Barbara Clark discusses erroneous claims education for gifted and talented students in the State of Texas. calling to return gifted children to the classroom full-time. Though TAGT Tempo is the official journal of the Texas Association for the these claims were supposed to have been based on research, they Gifted and Talented. It is published four times a year in January, April, were July, and October. The cost of a subscription is included in the not valid studies of gifted children. "Conclusions are being drawn and association's annual membership dues of $25. practices recommended from research which has specifically omitted Opinions expressed by individual authors do not necessarily
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