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Re-Forming Gifted Education: How Parents and Teachers Can Match the Program to the Child, by Karen B. Rogers
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Parents of gifted children need to present schools with educational plans. Current educational programs for gifted students are generally inadequate and do not fit the particular gifted child. Rogers explains various programs for acceleration and enrichment, as well as grouping practices. For each educational option, she delineates what the current research says about the benefit or lack of benefit to which types of gifted children and explains how to arrange each option. This book is a real eye-opener for educators and parents unfamiliar with the full body of research in the field of curriculum for gifted education. ? Types of giftedness ? Types of enrichment ? Gifts versus talents ? Group learning ? Assessment tools ? Independent study ? Parent Inventory for ? Yearly Educational Plans Finding Potential ? Negotiating with schools ? Types of acceleration ? Monitoring progress
- Sales Rank: #515852 in Books
- Color: Other
- Brand: Brand: Great Potential Press
- Published on: 2002-01-01
- Original language: English
- Number of items: 1
- Dimensions: 8.96" h x 1.04" w x 6.04" l, 1.53 pounds
- Binding: Paperback
- 464 pages
- Used Book in Good Condition
Review
..".provocative arguments...recommended for general audiences."
About the Author
Rogers is Professor of Gifted Studies in the Department of Curriculum and Instruction at the University of St. Thomas, in St. Paul, MN.
Most helpful customer reviews
29 of 29 people found the following review helpful.
Outstanding Resource for Schools, Teachers, and Parents
By Karen M. Fitzgerald
This book clearly spells out and categorizes ways for schools, teachers, and parents to meet the needs of gifted children, including which students will benefit from particular instructional delivery methods and how each student need can best be addressed. Dr. Rogers uses examples of real-life individual students as she outlines the recommended steps for writing individual education plans (IEPs) for gifted students. The key question this book asks is "What Kind of Education Do You Want for Your Gifted Child?" This research-based book discusses acceleration of students, grouping within the school setting, and program provisions both in and outside of school. The supplementary materials appendix contains a wealth of information with interest and attitude inventories in the four core academic areas. You won't want to miss the section on Bibliotherapy which offers a excellent list of books to help students overcome personal issues and fears. My favorite section addresses "When They Say..., What Will You Say?" The recommended responses when confronted with "elitist" and "ability grouping" claims made by anti-grouping advocates and educators are thoroughly outlined, including the research studies which support these answers. This outstanding book includes recommended efforts that should be placed on academic progress, academic remediation, psychological adjustment, and socialization for gifted students. This book is a "must have" for all parents and educators of the gifted!
16 of 16 people found the following review helpful.
Step-by-step guide to needs of gifted children
By Center for Talent Development
Karen B. Rogers, Re-forming Gifted Education. Matching the Program to the Child. Great Potential Press, Scottsdale, AZ, [...]
This book is a step-by-step guide to evaluating the needs and characteristics of a gifted child and understanding the educational options that might be appropriate for him or her based on an individual profile. The book has surveys and instruments that parents (or educators) can use to determine children's talent potential, learning style preferences, and interests and attitudes. The book contains lists of educational options including those implemented in school (e.g. cluster grouping, whole grade skipping, subject acceleration, etc.) and outside-of-school options such as talent search summer programs. There are compendiums of contests and competitions and summer programs, although these are spotty and not comprehensive. Rogers includes the research findings, much of which comes from her own work, regarding the cognitive and social effects of each type of educational option. The book contains many anecdotal examples of different "types" of gifted children to illustrate both the use of the profiling system and the matching to educational options and programs. While this book is meant for parents, the level of detail and analysis provided within the chapters indicates that parents and educators with some knowledge about gifted education and/or experience with gifted children would benefit most from this book.
7 of 8 people found the following review helpful.
User-friendly for teachers and parents
By A Customer
Finally, a book that is user-friendly for teachers and parents is now available. Dr. Rogers has approached the subject of gifted education from the perspective of what the parent and teacher need to know about services for gifted students, what the students are like and distinguishes giftedness from talent in a clear, well-organized manner.
I found the Supplementary Materials particularly helpful in providing understandable, readily available inventories for all interested parties. I have recently used the "Interest and Attitudes about Arts Learning" in a session designed to integrate the arts into interdisciplinary, thematic planning and teaching. The teacher audience took copies of the survey with them and were anxious to secure their own copy of Dr. Rogers' book.
As a university instructor, I find the book one that I plan to use as a graduate text for both "Characteristics of Gifted" and "Methods and Materials for Teaching Gifted." Portions are applicable for both courses, when combined with additional supplemental books to provide a really sound knowledge base for
combining pedagogy and practice.
I applaud Dr. Rogers for her creativity and grounded logic in providing a much needed approach to the world of practice for the gifted and talented. What an asset to the current body of knowledge relative to gifted education. We have needed another practical, well-organized refreshing approach for a long time. Thank you, Karen.
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