Best Practices in Professional Learning and Teacher Preparation: Special Topics for Gifted Professional Development: Vol. 2

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Description

Several states offer additional teacher preparation programs by providing either an endorsement or certification in the field, but these are often pursued by teachers specifically enrolled in gifted coursework rather than in general education programs. Practitioners and researchers agree that time and energy should be spent on training teachers in how to address the needs of gifted and talented students, both within the regular classroom and in specialised programs.

This three-book series acknowledges this need and provides specific strategies for professional development in a variety of settings using various methods. Drawing on both literature in the field and research-based best practices in professional learning, this series provides the reader with a foundation for designing and implementing effective professional development experiences for educators working with gifted learners. This volume acknowledges specific challenges facing both practitioners and their students. The authors present strategies and helpful resources related to several special populations and topics unique to the field, such as twice-exceptional learners, underachieving gifted students, the underrepresentation of minorities, acceleration options, and assisting educators to work with parents.

Reviews

In this volume the second of a three volume set, the editors Novak & Weber have created a working guide for use by educators who work with Gifted Learners. Each chapter is written by leading educators who have researched the various topics and set out a working set of goals for the educator to expand their knowledge in that area and each chapter provides highlights and a full reference section. ,Lewie Dunn,Georgia Military College, 7/18/19
This three-volume work can be used as a reference book for students in teacher-training programs as well as by teachers for lesson planning and professional development programs, especially regarding the aspect of giftedness. It can also be of great value for schools who emphasize giftedness in their mission statement and intend to implement it. ,Helene Rucker,European Council of High Ability-sterreich, 12/21/20

Author Bio

The National Association for Gifted Childrens mission is to support those who enhance the growth and development of gifted and talented children through education, advocacy, community building, and research. NAGC aims to help parents and families, K12 education professionals including support service personnel, and members of the research and higher education community who work to help gifted and talented children as they strive to achieve their personal best and contribute to their communities.

Christine L. Weber, Ph.D., is a professor of Childhood Education, Literacy, and TESOL at the University of North Florida, in Jacksonville. She instructs teachers in strategies for conceptual teaching and learning, assessment tools, and meeting the needs of gifted learners. She has been a member of the Editorial Review Board for Gifted Child Today since 1998. Under her leadership, the Florida's Frameworks for K-12 Gifted Learners was developed in 2007 and disseminated to all school districts in the state. Dr. Weber has published numerous articles and presented at state, national, and international conferences. She currently serves as the Representative Assembly for CEC-TAG and Chair-elect for the NAGC Professional Development Network. She previously served as Cochair of Awards for the NAGC Research & Evaluation Network.