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Academic Talent Development Programs: A Best Practices Model
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Gagné, Françoys – Asia Pacific Education Review, 2015
This article aims to describe how schools should structure the development of academic talent at all levels of the K-12 educational system. Adopting as its theoretical framework the "Differentiating Model of Giftedness and Talent," the author proposes (a) a formal definition of academic talent development (ATD) inspired by the principles…
Descriptors: Talent Development, Best Practices, Elementary Secondary Education, Academically Gifted
Myth 3: A Family of Identification Myths--Your Sample Must Be the Same as the Population. There Is a "Silver Bullet" in Identification. There Must Be "Winners" and "Losers" in Identification and Programming
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Callahan, Carolyn M. – Gifted Child Quarterly, 2009
The evolution of several interrelated myths reflects a combination of misinterpretation of statistics, the commendable intention of ensuring that bias and prejudice do not play roles in the provision of services to underrepresented populations of gifted students, and misapplication of programming options for gifted students. Separately, these…
Descriptors: Curriculum Development, Academically Gifted, Low Income Groups, Disproportionate Representation
Summer Learning Programs and Student Success in the Global Economy
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Smink, Jeffrey D. – New Directions for Youth Development, 2007
In the United States and around the rest of the world, there is a renewed focus on ensuring that schools are providing students with the skills necessary to compete in the global economy. High-quality summer learning programs are an ideal vehicle to help students gain content knowledge and develop innovative skills: they provide time for…
Descriptors: Access to Education, Thinking Skills, Global Approach, Summer Programs
Student Outcomes Assessment: Introduction and Overview.
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Halpern, Diane F. – New Directions for Higher Education, 1987
With student outcomes assessment, institutions can refocus priorities so that educational quality is based on what and how much students learn. Value-added/talent development and outcomes measures, and models of student outcomes assessment (program improvement, gatekeeping functions, and budget decisions and accountability) are discussed. (MLW)
Descriptors: Accountability, Budgets, College Instruction, Educational Assessment
Unlocking Hidden Potential through Mentoring
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McCluskey, Ken W.; Noller, Ruth B.; Lamoureux, Kevin; McCluskey, Andrea L. A. – Reclaiming Children and Youth: The Journal of Strength-based Interventions, 2004
One of the many legacies left to us through ancient Greek literature is the concept of mentoring. The ideal mentoring relationship involves three key components: (1) Continuing to carry out other duties while assuming the care-giving role; (2) Serving as a conduit for the wisdom of others; and (3) Developing a long-term connection. Mentoring can…
Descriptors: High Risk Students, Demonstration Programs, Mentors, Teacher Student Relationship
Gifted and Talented Education: Needed or Not?
Lockwood, Anne Turnbaugh – Focus in Change, 1993
This theme issue presents a variety of viewpoints on the topic of educational programs for gifted and talented students, in three papers by Anne Turnbaugh Lockwood. The first paper, "Beyond the Golden Chromosome," reviews the ideas of Joseph S. Renzulli concerning the definition of giftedness, use of the label of gifted, the need for…
Descriptors: Ability Identification, Definitions, Elementary School Students, Elementary Secondary Education