Acceleration Strategies for Teaching Gifted Learners

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Prufrock Press Inc., 2005 - Education - 68 pages
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Acceleration, or the idea that gifted students should be allowed to move more quickly through a subject area, is a practice supported by a wide body of research. However, it can be a challenge to implement. This book focuses on multiple strategies for accelerating gifted children in any school setting.

In this concise introduction to the topic, Dr. VanTassel-Baska offers many teacher-friendly ways in which acceleration can be employed in classrooms at all levels and in all subject areas. The author offers specific strategies for identifying candidates for acceleration, programmatic approaches to employ, and teacher strategies to use for content acceleration in the classroom.

This is one of the books in Prufrock Press' popular Practical Strategies Series in Gifted Education.This series offers a unique collection of tightly focused books that providea concise, practical introduction to important topics concerning the education of gifted children. The guides offer a perfect beginner's introduction to key information about gifted and talented education.

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Contents

Series Preface
1
Introduction
3
Review of the Research
4
Myths About Acceleration
7
The Perceived Effects of Acceleration
10
Acceleration Options
13
The Relationship Between Acceleration and Enrichment
17
Characteristics of Potential Accelerants
19
An Acceleration Case Study
46
Organizational Necessities to Meet Gifted Students Needs
50
Who Can Work With Accelerated Learners?
53
Making Acceleration a Useful Option
56
Policy Recommendations
58
Conclusion
60
Resources
61
Social Studies
62

Curricular Emphases for Accelerated Study in Reading and Math
23
Strategies for Acceleration in Classrooms
27
References
64
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About the author (2005)

Joyce VanTassel-Baska is Professor Emerita at The College of William and Mary, where she founded the Center for Gifted Education. Formerly she initiated and directed the Center for Talent Development at Northwestern University. Joyce has also served as state director of gifted programs in Illinois, a regional director, a local coordinator of gifted programs, and a teacher of gifted high school students. Her major research interests are in the talent development process andeffective curricular interventions with the gifted. She is the author of 22 books and has written more than 500 other publications on gifted education. She was the editor of Gifted and Talented International for several years and received the Distinguished Scholar Award in 1997 from the National Association for Gifted Children and the Outstanding Faculty Award from the State Council of Higher Education in Virginia in 1993. She received the Distinguished Alumna Achievement Award from the University of Toledo in 2003, the President's Award from the World Council on Gifted and Talented in 2005, and the Collaboration and Diversity Service Award from CEC-TAG in 2007. Frances A. Karnes, Ph.D., is a retired professor of education from The University of Southern Mississippi. They have collaborated on a number of articles and books pertaining to gifted education. Kristen R. Stephens, Ph.D., is an associate professor of the practice in the program in education at Duke University.

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