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Reproductions Supplied by EDRS Are the Best That Can Be Made from the Original Document DOCUMENT RESUME ED 436 883 EC 307 556 AUTHOR Cannon, Michael, Ed. TITLE Tempo, 1998. INSTITUTION Texas Association for the Gifted and Talented, Austin. PUB DATE 1998-00-00 NOTE 151p.; For volume 17, see EC 307 555. AVAILABLE FROM TAGT, 406 East 11th St., Suite 310, Austin, TX 78701-2617 ($25 annual subscription for nonTAGT members). Tel: 512-499-8248; Fax: 512-499-8264. PUB TYPE Collected Works Serials (022) JOURNAL CIT Tempo; v18 n1-4 Win-Fall 1998 EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS *Acceleration (Education); *Core Curriculum; Elementary Secondary Education; *Faculty Development; *Gifted; Grouping (Instructional Purposes); Inservice Teacher Education; State Programs; *Talent IDENTIFIERS *Texas ABSTRACT The four issues of this 1998 publication on gifted and talented students address the themes of:(1) acceleration and grouping, (2) professional development,(3) core content areas, and (4) giftedness: a Texas tradition. Major articles are: "Cooperative Learning, Curriculum Access, and the Challenge of Acceleration" (Ann Robinson); "Acceleration and Grouping: Pieces in the Array of Services Puzzle" (Betsy Carpenter); "Is There a Social and Emotional Price when Gifted Children Are Accelerated?" (Karen Rogers); "Could Gifted English-Language Learners Save Gifted and Talented PrograMs in an Age of Reform and Inclusion?" (Ernesto M. Bernal); "Progress and Problems: Creating a New Gifted Science Curriculum" (Tim Holt); "A Lost World Explored: A Dinosaur with a '90s Roar: Pull-Out Block-Scheduled Program" (Carolyn Kitchens); "Fast Forward and Rewind: Strategies for Gifted Students with Learning Disabilities" (Janet Ray); "Exceptional Opportunities for Exceptional High School Students at the Advanced Academy of Georgia" (Diane Boothe and Beheruz N. Sethna); "Meeting the Needs of the Gifted Student" (Christine Harmon); "Gifted Education: Arguments and Answers Written by a Parent...for Parents" (Colleen Elam); "Accepting an Ability Grouped Environment" (Katherine Georges); "Positive Ripple Effects of Professional Development for Gifted Programs" (Peggy Dettmer); "Sparks from the Heart: Conducting Successful Gifted and Talented Inservice Workshops" (Keith Polette); "Teaching Teachers To Meet the Needs of the Gifted" (Karen Kraft and Janis Laughlin); "The In-House Staff Development Model: A Plan for Effective Change" (Joyce E. Juntune); "What Higher Standards Really Mean" (Evelyn Hiatt); "Adding Depth and Complexity to the Mathematics Curricula for Mathematically Promising Students" (Linda Sheffield); "A Long and Winding Road" (James Collett); "Performance Tasks: Encouraging Excellence in Mixed Ability Classrooms" (Bertie Kingore); "Young Adult Literature: A Viable Foundation of Language Arts for the Gifted" (Bob Seney); "Characteristics of and Educational Services for Children and Youth Who Are Gifted in Mathematics" (Gail Ryser and James Schaller); "Approaching Citizenship through a Community-Based Model" (Eric Croce); "Walking on the Wild Side" (Mary Nied Phillips and C. Janet Wallace); "TAGT: A Texas Tradition for Twenty-one Years" (Wayne Craigen); "Myer-Briggs Type Indicator Scores of Dallas-Area Teachers of the Gifted and Talented" (William R. Ogden); "What Do Reproductions supplied by EDRS are the best that can be made from the original document. We Mean by Depth, Complexity, and Pacing?" (Evelyn Hiatt); "Essential Elements for Parent Advocacy Groups: Establishing a Tradition of Excellence" (Nancy Lashaway-Bokina and Jane Robinson); "Strategic Parental Involvement: Developing Student Advocacy and Leadership" (Becky Whittenburg); and "Maximizing the Achievement of Gifted, Learning Disabled Children" (Janet Whitley and others). (Individual articles contain references.)(DB) Reproductions supplied by EDRS are the best that can be made from the original document. 00 00 TEXAS ASSOCIATION FOR THE C.") GIFTED AND TALENTED TEMPO VOLUME XVIII ISSUE I, WINTER 1998 ISSUE II, SPRING 1998 ISSUE III, SUMMER 1998 ISSUE IV, FALL 1998 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION PERMISSION TO REPRODUCE AND CENTER (ERIC) This document has been reproduced as DISSEMINATE THIS MATERIAL HAS received from the person or organization BEEN GRANTED BY originating it. Minor changes have been made to improve reproduction quality. McLetv&yri Points of view or opinions stated in this document do not necessarily represent TO THE EDUCATIONAL RESOURCES official OERI position or policy. INFORMATION CENTER (ERIC) BEST COPY AVAILABLE TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED VOLUME XVIII ISSUE I Member, National Association for Gifted Children (NAGC) WINTER 1998 CONTENTS Cooperative Learning, Curriculum Access, 1 Accelleratin A.nIGroupin and the Challenge of Acceleration Ann Robinson From The President 2 COOPERATIVE LEARNING, CURRICULUM Bennie Hickerson Executive Director's Update 3 ACCESS, AND THE CHALLENGEOF Connie McLendon Acceleration and Grouping: Pieces in 4 ACCELERATION the Array of Services Puzzle Betsy Carpenter, Guest Editor Ann. Robinson Comments: New TAGT Editor University of Arkansas at Little Rock Michael Cannon Is There a Social and Emotional Price_ 8 In both comedy and curriculum, timing is everything. To engage and moti- When Gifted Children are Accelerated? vate learners, classroom instruction should be paced appropriately and cur- Karen Rogers riculum access should be unfettered. The classroom fare offered to all stu- Could Gifted English-Language Learners 11 dents, including academically talented students, should be pitched slightly Save Gifted and Talented Programs in an above their current levels of knowledge and skill. A stretch is desirable. Meet- Age of Reform and Inclusion? ing the needs of academically talented students implies that we offer a rich Ernesto M. Bernal and rigorous curriculum and that students' access to it be at their pace, not Progress and Problems: Creating a New 15 one inflexibly dictated by the conventions of the classroom plan book or the Gifted Science Curriculum school calendar. Tim Holt How to differentiate the curriculum for diverse learners and how to vary A Lost World Explored: A Dinosaur with 18 a '90'S Roar: Pull-Out Block-Scheduled the pace of instruction to accommodate their different learning rates are sig- Program nificant challenges for the teacher. Adaptations to the complexity, breadth Carolyn Kitchens and depth of the curriculum have been recommended frequently by experts (Kaplan, 1886; Maker & Neilson, 1996; VanTassel-Baska, 1993). The key Fast Forward and Rewind: Strategies for 21 Gifted Students with Learning Disabilities issue for academically advanced learners is access to a rich, rigorous and Janet Ray stimulating curriculum. Such access implies accelerative experiences be avail- able to talented students.. Exceptional Opportunities For Exceptional 23 High School Students At the Advanced No fewer than seventeen different types of acceleration have been cata- Academy of Georgia logued in the literature (Southern, Jones & Stanley, 1993). Some of these, Diane Boothe and Beheruz N. Sethna such as grade skipping, are administrative solutions to the problem of Meeting the Needs of the Gifted Student 25 curriculum mismatch between student readiness and needs. Other types Christine Harmon of acceleration, such as curriculum compacting, in which grade level tex- Gifted Education: Arguments and Answers 27 tual materials are eliminated for students who know them, are examples Written by a Parent. .. for Parents of curriculum adaptations which permit students to "move on" to some- Colleen Elam thing new. Accepting an Ability Grouped Environment 31 Katherine Georges "Moving on" to something new is a key educational need for talented stu- Jeffrey's. Legacy 33 dents. Unfortunately, evidence suggests that it does not happen for advanced Leslie DaviS\\ learners in the regular classroom (Archambault, et al, 1993; Tomlinson, 1995; We Kare: Learn ing Through Sharing 34 Westberg, et al, 1993). Admittedly, adapting the curriculum for talented learn- Peggy Malone ers presents the classroom teacher with a complex and demanding task. Call for New Tempo Manuscripts 39 (See ROBINSON, page 6) BEST COPY AVAILABLE 3 FROM THE PRESIDENT Benny Hickerson VOLUME XVIII ISSUE I WINTER 1998 EDITORIAL STAFF PUBLICATIONS EDITOR Michael Cannon TAGT OFFICERS PRESIDENT Benny Hickerson PRESIDENT-ELECT Colleen Elam If you have built your castles in the air, that is where they FIRST VICE-PRESIDENT should be. Now put the foundations under them. (Thoreau) Andi Case In our twenty-first year of the Texas Association for SECOND VICE-PRESIDENT the Gifted and Talented, our vision is that every indi- Marcy Voss THIRD VICE-PRESIDENT vidual with exceptional abilities or potential talent- Joe Munoz regardless of ethnicity, gender, socioeconomic status, SECRETARY/TREASURER educational background of parents, geographic region, Karen Fitzgerald cultural background, rural or urban or suburban set- IMMEDIATE PAST-PRESIDENT ting--every gifted person will have those gifts recog- Susan Johnsen nized, identified, appreciated, and appropriately ad- dressed. And, this will happen as a matter of course, TAGT STAFF because every teacher, parent, counselor, principal, EXECUTIVE DIRECTOR administrator, businessperson, and community mem- Connie McLendon ber will understand that gifted children and adults do ADMINISTRATIVE ASSISTANT/PUBLICATIONS COORDINATOR exist; that they have unique attributes that make them Beth Tracy different; that appreciation and development of those MEMBERSHIP SERVICES
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