NAGC Blog

During a short conversation recently with friend of mine who just began his teaching career, I reflected on my first days of teaching, some 19 years ago. I had everything planned out. Five to ten minutes for the introduction, seven minutes for the first activity, nine minutes for this, fifteen minutes for that, and so on. 
A version of this HIGH FLYER post by Scott J. Peters, Ph.D., an Associate Professor of Educational Foundations and the Richard and Veronica Telfer Endowed Faculty Fellow at the University of Wisconsin – Whitewater, appeared in Gifted Child Today (2016). 
A recent New York Times analysis suggests that a generation of policies meant to bring racial proportionality to our selective colleges has failed. For many, however, the K–12 system is where trouble begins.
THE HIGH FLYER post by Kevin Besnoy, Director of ACCESS Virtual Learning and Associate Director K - 12 Programs, College of Continuing Studies at The University of Alabama, first appeared in Teaching for High Potential.
As the ink dries on the recently enacted gifted education law, Public Law 17-82, Connecticut has the opportunity to lead the nation in empowering local school administrators and teachers in how to best serve our gifted and talented students.

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