by Scott Peters, an associate professor at the University of Wisconsin-Whitewater.
Why not add factors to state accountability systems that will reward school districts for doing the right thing? Adding accountability factors on the availability of and access to advanced courses and gifted education programming and services could encourage districts that had previously focused exclusively on the most struggling learners to take a chance on adding rigor to their offerings to focus on other of their students.
by M. René Islas, executive director of the National Association for Gifted Children, and Del Siegle, director and principal investigator of the National Center for Research on Gifted Eudcation.
The Social and Emotional Development of Gifted Children (Second Edition) remains the only book that provides a comprehensive summary of the empirical research on the social and emotional development of gifted children by leading authorities in the field.
This blog post, an excerpt from Teaching for High Potential (Summer 2016), is by Thomas P. Hébert, professor of gifted and talented education in the College of Education at the University of South Carolina.