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Gubbins, E. Jean; Siegle, Del; Ottone-Cross, Karen; McCoach, D. Betsy; Langley, Susan Dulong; Callahan, Carolyn M.; Brodersen, Annalissa V.; Caughey, Melanie – Gifted Child Quarterly, 2021
The importance of alignment between identification processes and program design is widely noted in gifted and talented education literature. We analyzed publicly available district gifted program plans (Grades 3-5) from two states to examine the extent to which district identification practices matched intervention strategies. Our team developed a…
Descriptors: Talent Identification, Academically Gifted, Gifted Education, Program Design
Colby, Susan A.; Stapleton, Joy N. – Reading Research and Instruction, 2006
This study examined the perceptions of preservice teachers as they reflected upon teaching the writing process to second grade students over the course of one semester. Implications for teacher educators were identified based on the findings: Preservice teachers benefited from teaching writing on a consistent basis; preservice teachers learned and…
Descriptors: Preservice Teachers, Student Attitudes, Writing Instruction, Grade 2