Download or read book Multicultural Gifted Education written by Donna Y. Ford and published by Routledge. This book was released on 2021-09-03 with total page 282 pages. Available in PDF, EPUB and Kindle. Book excerpt: Each year, the United States witnesses significant changes in the demographics of its citizens. Accordingly, schools—and the students we teach—are also changing. With such changes come the need, responsibility, and obligation for educators to provide students with an education that is both rigorous and culturally responsive. This book bridges the gap that exists between educating advanced learners and educating culturally different learners. Multicultural Gifted Education, 2nd ed. addresses various topics, including racially and culturally diverse students and families, historical and legal perspectives on educating gifted and minority students, culturally responsive curriculum and assessment, and counseling students from a multicultural perspective.
Download or read book Recruiting and Retaining Culturally Different Students in Gifted Education written by Donna Y. Ford and published by Taylor & Francis. This book was released on 2021-09-09 with total page 276 pages. Available in PDF, EPUB and Kindle. Book excerpt: One pervasive educational issue is the national underrepresentation of Black and Hispanic students in gifted education. Virtually every school district is grappling with having too few students from these groups identified as gifted and served in gifted classes and programs. Recruiting and Retaining Culturally Different Students in Gifted Education addresses this long-standing national problem through the dual lens of recruitment and retention. The focus is on how to equitably recruit (screen, refer, and/or assess) culturally different students and, just as importantly, to retain them. Recruitment and retention require providing academic, cultural, and social supports to culturally different students and ensuring that educators are willing and able to address issues and barriers. No time is better than now to address and correct the underachievement albatross, and the focus on recruitment and retention holds the greatest promise. Nominated for a 2014 NAACP Image Award in the Outstanding Literary Work-Instructional Category
Download or read book Teaching Culturally Diverse Gifted Students written by Donna Y. Ford and published by PRUFROCK PRESS INC.. This book was released on 2005 with total page 83 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is an easy way to nurture all seven intelligences and provide opportunities for each student to work in a way that is most appropriate for his or her abilities.
Download or read book Reaching New Horizons written by Jaime A. Castellano and published by Allyn & Bacon. This book was released on 2002 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt: This user-friendly text offers a comprehensive overview at the interface between bilingual/multicultural/ESL education and gifted education. Reaching New Horizons is the first book of its kind. Written by nationally recognized and award-winning leaders in both gifted and bilingual education, the authors have collaborated to create a book that bridges research and practice and has far-reaching implications for educators at all levels as culturally and linguistically diverse students continue to impact public education. The book includes chapters on program delivery models (Ch. 6), bilingualism (Ch. 3), and identification and assessment (Ch. 5)-all topics that have come into the forefront of issues faced by bilingual and gifted education teachers of grades K-12. For educators in bilingual and ESL studies, as well as special educators.
Download or read book Black Boys are Lit written by Brian L. Wright and published by IAP. This book was released on 2021-11-01 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book of matrices with Black boys as the main character is designed to help gifted and talented education teachers leverage Black boys’ identities to inform and shape how they plan and deliver curriculum and instruction and manage the multicultural, democratic, and culturally responsive classroom. Ford and colleagues (2005) spoke to the notion of and need for ‘self-reflective instruction.’ We argue that all teachers must want to and learn how to legitimize the “everyday” experiences that are learned and cultivated in the homes and communities of Black boys, and how these experiences shape their self-identities and contribute to agency (Wright, Counsell, & Tate 2015). We, therefore, advocate for the rethinking of literacies by repositioning White-centered texts that often reflect and represent power and privilege toward centering the brilliance of Black identities of Black children in general, Black boys in particular. Black boys (of all ages) want to and need to physically see positive images of themselves in books reflected at them. This representation, we argue, has the potential to become an example of a compelling counter-narrative to the history of the “all-White world” (Larrick, 1965) of children’s books that only presented Black characters as “objects of ridicule and generally inferior beings” (Sims Bishop 2012, p. 6). When Black boys see themselves portrayed visually, textually, and realistically in children’s books, vital messages of recognition, value, affirmation, and validation are conveyed. Recognition of the sociocultural contexts in which they live is celebrated. Books for and about Black boys must be rigorous, authentic, multicultural, and developmentally appropriate to allow them to synthesize what they have read, heard, and seen during literacy instruction in authentic and meaningful ways. Multicultural books must introduce children to information about the values of justice, fairness, and equity. Developmentally appropriate books should vary with and adapt to the age, experience, and interests of gifted and talented Black boys to allow them the opportunity to demonstrate critical thinking, textual analysis skills and convey conceptual knowledge. These stories must expose Black boys to culturally relevant counter stories -- stories that counteract the dominant discourse that has primarily depicted Black boys as “at risk” versus placed at risk; “without hope” versus hopeful; or “out of control and dangerous” (Tatum, 2005, p. 28) versus developing self-control like all other children (Wright et al., 2018).
Download or read book Multicultural Mentoring of the Gifted and Talented written by Ellis Paul Torrance and published by PRUFROCK PRESS INC.. This book was released on 1998 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educational title for gifted and advanced learners.
Download or read book Gifted Education in Rural Schools written by Amy Price Azano and published by Routledge. This book was released on 2021-02-28 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: This text draws on data from a five-year longitudinal study focusing on gifted education programs in high poverty rural areas in the US. It provides a framework for the use of place-based interventions to effectively serve gifted students, reduce opportunity gaps, and address stereotype threat. Recognizing that gifted learners are often underrepresented in rural contexts, the text adopts a social justice lens to outline the unique challenges of fostering advanced education in rural school districts. Using opportunities to learn and best practices in gifted education to inform interventions and practice, the text offers in-depth explanation of how place-based approaches can be used to identify gifted students and ensure that curricula are designed to respect the setting, students, and teachers. The text is structured into three parts, providing the reader with a logical and comprehensive progression through theoretical foundations, the practicalities of implementation, and the process and outcomes of measuring and validating outcomes. Given its unique approach to gifted education programs, this book will prove to be an indispensable and timely resource for scholars working to develop gifted education and educational interventions with and for rural schools.
Download or read book Identifying and Serving Diverse Gifted Learners written by Jaime A. Castellano and published by Routledge. This book was released on 2022-03-14 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: Grounded in a combination of evidence, personal narratives, interviews, data, and research, Identifying and Serving Diverse Gifted Learners: Meeting the Needs of Special Populations in Gifted Education is a guiding resource for all stakeholder groups in gifted education to shift the equity needle of gifted programs in America. Though it is the right of Black, Hispanic/Latinx, twice-exceptional (2e), low-income, and other special populations of students to have access to advanced academic programs in the American educational system, complex and deep-rooted systemic issues often block the way. This seminal text thoughtfully brings the conversation around historically underrepresented students in gifted education to the forefront, drawing on real-world examples to provide an accessible discussion of foundational, interdependent topics, including current research and promising educational practices. Readers will develop a basic theoretical understanding of the issues and be able to advance more responsive programs and experiences for low-income, racially, culturally, and linguistically diverse gifted students, and other diverse gifted populations. This text serves as a beacon to motivate K-12 educators, researchers, and scholars to carry the torch of advocacy on behalf of those students historically underrepresented in programs for the gifted and talented.
Download or read book Diversity in Gifted Education written by Gillian Eriksson and published by Routledge. This book was released on 2006-10-05 with total page 453 pages. Available in PDF, EPUB and Kindle. Book excerpt: This timely book brings together experts from around the world to share expertise and best practice to form an eclectic collection of the best approaches for teaching gifted and talented children from different cultures. Each chapter: presents an overview of international perspectives on the issues of multi-cultural and gifted education examines the critical issues related to cultural definitions of giftedness in programming for diverse gifted students presents regional case studies in order to inform practitioners' best practice examines issues of access for gifted students in relation to culture, poverty, race and gender. In addition, details of websites and associations which offer support and advice are also provided, making this book an invaluable resource for academics, researchers, teachers and parents of gifted and talented children.
Download or read book Silent Partners in Multicultural Education written by Tuija Itkonen and published by IAP. This book was released on 2017-02-01 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume aims to stimulate interest in the under?researched role of silent partners (SPs) in multicultural education. Silent partners include formal and informal places?spaces in schools (e.g. architecture, classroom facilities, libraries, corridors, playgrounds, canteens), objects (e.g. teaching aids, furniture, wall decorations and overall interior design), interactive technologies (use of devices and applications) but also often taken?for?granted and not immediately visible patterns of thought, ideologies and assumptions. People involved in education all engage and work with a number of SPs that contribute to the delivery of curricula, but also to social life and well?being in and out of schools. The way places?spaces, objects and technologies influence the school community’s experiences of learning, well?being and social justice is rarely observed and problematised in education – hence the adjective ‘silent’ in the term ‘silent partners’. This book not only fills a significant empirical gap, but it can also inject public debate over future working environments in schools for multicultural education. It will be relevant to both researchers interested in developing their knowledge on these issues from a different perspective but also educators in search of inspiration for multicultural education. Praise for Silent Partners in Multicultural Education: “How to organize your classroom’s configuration in such a manner that all pupils feel welcome and comfortable? While most of those invested in multicultural education focus on the optimization of various linguistic aspects, Itkonen, Dervin and their colleagues give voice to the non?verbal aspects of education. In this book they elaborate how formal and informal places?spaces in schools can unintentionally reflect ideologies and cultural assumptions. They illustrate this perspective with telling examples that come from what is widely perceived as one of the best educational systems in the world. This book is an important, innovative contribution to the question of inclusion of all pupils in our school systems. It provides an eye?opening perspective to researchers in the field, teachers, principals and stakeholders willing to work for social justice in their schools”. ~ Emmanuelle Le Pichon, Vorstman, Researcher and Assistant Professor, Languages, Literature and Communication Department, Utrecht Institute of Linguistics “Congratulations are in order for this ground breaking and significant book. As the editors and authors convey convincingly and often poignantly, multicultural education is an increasingly politicised phenomenon that needs all the friends and allies that it can garner. The book's coverage of silent partners in education ? objects and technologies operating in specific places and spaces ? is therefore timely. Yet, as the book also highlights, these silent partners can exert negative power as well as positive influence on educational outcomes. The book presents a compelling account of the fundamental ambivalence framing these partners and formal educational provision more broadly. Rendering these silent educational partners visible and open to scrutiny is a significant scholarly achievement by the Education for Diversities Research Group in the Department of Teacher Education at the University of Helsinki, Finland, building on their well?deserved reputation for exploring the implicit and tacit and yet impactful dimensions of intercultural education and understanding. The book is appropriately diverse and inclusive in its concerns, with attention being directed at education in Finland, France, and the United States. Likewise the coverage traverses international and national schools, higher education, teacher education and productive methodologies for researching silent partners. This innovative and thought?provoking volume is highly recommended for its originality in helping us to see education for diversities in a new and powerful light.” ~ Patrick Alan Danaher, Professor in Educational Research in the School of Linguistics, Adult and Specialist Education, Associate Dean (Research and Research Training) in the Faculty of Business, Education, Law and Arts, Toowoomba campus of the University of Southern Queensland, Australia; Adjunct Professor in the School of Education and the Arts, Central Queensland University, Australia. “Silent partners do not only reflect the ways we conceive of education but they also influence our practices as educators. Being silent, they are often taken for granted. The strength of this book lies in its critical questioning of the notion of silent partners. The chapters enlighten about the untold and the effects they have in an educational environment. The readers, especially in the fields of education and social justice, will definitely acquire a more sensitive perception of how silent partners affect our approaches to multicultural education.” ~ Dr. Regis Machart, Senior Lecturer, Universiti Putra Malaysia; Adjunct Professor, University of Helsinki, Finland
Download or read book Gifted Education written by Anthony F. Rotatori and published by Emerald Group Publishing. This book was released on 2014-06-25 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume addresses the most current perspectives and issues related to giftedness and is written by leaders in the field. An excellent resource for special educators, administrators, mental health clinicians, school counselors, and psychologists, this volume addresses the different educational issues that impact this population.
Download or read book Gumbo for the Soul written by Donna Y. Ford and published by IAP. This book was released on 2016-11-01 with total page 333 pages. Available in PDF, EPUB and Kindle. Book excerpt: Rejection. Loss. Confusion. Pain. Our past and our future are intertwined. Each distinct memory becomes one life. What once hurt, eventually heals, and the lesson (or lessons) to be learned becomes one with our soul and our spirit. Our experiences provide strength instead of destruction. Our great-grandmothers, grandmothers, mothers -- all women of power who came before us -- were great descendants of the coastal lands of West Africa. They arrived in strange lands with their Gumbo - -their memories, rhythms, ingenuity, creativity, strength, and compassion. Their lived stories and conversation were recipes mixed with unique combinations of ingredients, dropped into the cast iron pot -- stirred, dropped in, seasoned, dropped in, stirred again, and again, and again, until done. This Gumbo is savory like the soul, carefully prepared, recipes rich with what our foremothers brought with them from their homeland. They brought the best of what they had to offer. Gumbo or Gombo is a Bantu word meaning ‘okra’. Okra is a rich vegetable that serves as the base (or gravy) for a delicately prepared stew. (Today’s Gumbo cooks use a ‘roux’ as the base- see the recipe on page 3). Gumbo’s West African origins have been modified over the past two centuries by people of varied ancestry: Native American, German, Spanish, and French (Moss, 2014). It is essential to understand the manner in which Gumbo is prepared: each ingredient must be placed into the stew at its specified time so that it can cook in and savor its own flavor. When completed, Gumbo is usually served over grits or rice. Gumbo has become a cornerstone of life in African-descended communities across the south and southwest spanning from South Carolina to Louisiana and Texas. Gumbo is a treasure… a reminder of the greatness that lived in the village in a time of strength and abundance…a reminder of the resilience and richness of our people over generations. This book -- a collection of memoirs written by Women of Color is shared to inspire and motivate readers. The authors of these precious, soulful stories are from across the globe and represent various backgrounds and professions. What these women have in common, though, is their drive to tell their story. Stories of pain, discovery, strength, and stories of beginnings. Many of the experiences, as difficult as they may have been, made the women who they are today. Telling these stories to a new generation will empower and encourage them in their experiences no matter how troubling or challenging (Harris, 2015). These stories, like our foremothers offering their Gumbo, present the best these women have to offer. These authors want the world to know that deep inside of each of us is a rich, vibrant, purposeful beginning. As our lives develop and we are “stirred and stirred again”, like Gumbo, our experiences begin to shape who we are and who we become. When the stirring is complete, a comforting meal -- one that says no matter what has gone into the dish, it’s going to be amazingly magnificent!! The authors hope these stories will inspire and motivate girls and Women of Color to trust their experiences -- whether good or bad -- to help them become. Our becoming means that after all that life has thrown our way, we are strong, purposeful, and powerful people who are a great treasure to a world that sometimes rejects and ignores our existence. Embedded in this book are stories of abuse and triumph, sadness and victory, disappointment and resilience, discovery and victory. We are very proud to be the keepers of these rich recipes. They represent the first in what we hope will become a collection or series of inspirational memoirs that will be shared to help others live out their destiny and become the women they were born to be.
Download or read book Bloom Banks Matrix written by Donna Ford and published by . This book was released on 2014-06 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: At a time when schools are grappling with the achievement gap and underrepresentation among African-American and Hispanic students in gifted education, Bloom-Banks Matrix: Design Rigorous, Multicultural Curriculum for the Diverse 21st Century Classroom helps teachers and curriculum developers to design lessons and activities that are both rigorous and culturally responsive. Using the original Bloom-Banks matrix created by Ford and Harris (1999) and updated by Ford (2011), this unique book can be used to differentiate instruction to meet the needs of all students in the classroom simultaneously. The authors present more than 100 matrices to be used with students in grades K-5 in all subject areas.
Download or read book Language Arts for Gifted Students written by Susan K. Johnsen and published by PRUFROCK PRESS INC.. This book was released on 2005 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt: For the first time, the Gifted Child Today Reader series brings together the best articles published in Gifted Child Today, the nation's most popular gifted education journal. Each book in this series is filled with exciting and practical classroom ideas, useful summaries of research findings, discussions of identification and classroom management, and informed opinions about educating gifted kids. Anyone involved in education will benefit from the practical, research-based ideas this unique series has to offer. Students who are gifted in English and language arts are able to discern the authors' purpose, anticipate layers of meaning, and use prior knowledge to make connections between the present text and the previous experiences, a complicated feat for any young child. "Language Arts for Gifted Students" offers information on the characteristics and identification of students who are gifted in English and language arts; how to develop differentiated curricula that include multicultural components; and specific teaching strategies, such as integrating drama with literature, using storytelling activities, and developing a writers' workshop.
Download or read book The Recruitment and Retention of African American Students in Gifted Education Programs written by Donna Y. Ford and published by . This book was released on 1998-04 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Under representation of African American students in gifted programs and services is a major concern in the field of education. This report explores barriers to the recruitment and retention of these students in programs for gifted learners, and makes recommendations relative to their identification, placement, and retention. Examines traditional IQ-based theories of giftedness and the use of a variety of assessment methods. Includes discussion and recommendations directed at parents, teachers, counselors and psychologists on the practical implications of putting research to use. References.
Download or read book Playing Favorites written by Mara Sapon-Shevin and published by SUNY Press. This book was released on 1994-01-01 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt: Playing Favorites examines the ways in which gifted education disrupts the classroom community, deskills regular classroom teachers, limits their ability and willingness to meet individual needs, and impairs the creation of a climate of inclusion and acceptance of difference. Sapon-Shevin shows here that current models of gifted education are elitist and meritocratic, treating some children, not just differently than others, but better; and that in large urban districts, gifted education programs are often racist as well. By creating and funding gifted programs, the author contends, schools engage in a form of "educational triage," serving those children for whom inadequate programming and educational failure would not be acceptable while maintaining the status quo for the majority of the school population. This book provides support for teachers, parents, and administrators who have found themselves caught in the struggle of insuring an appropriate education for some children without sacrificing the good of all. Incorporating the words of teachers, parents, and students, as well as related research and theory, this book analyzes the relationship between diversity, community, and social justice. Sapon-Shevin challenges the reader to reconsider ways in which schools can meet individual educational needs while preserving communities of learners as well as the commitment to the education of all children. Finally, the book extends the challenge and assurance that we need not choose between quality education for some and mediocre education for all.
Download or read book Culturally Responsive Teaching in Gifted Education written by C. Matthew Fugate and published by Routledge. This book was released on 2021-09-23 with total page 205 pages. Available in PDF, EPUB and Kindle. Book excerpt: Culturally Responsive Teaching in Gifted Education is a professional learning tool for practitioners who are working to create more culturally responsive school and classroom environments. This book: Focuses on gifted and talented students from special populations, including those who are culturally, linguistically, and economically diverse. Is presented as a collection of essays written by educational advocates. Aims to increase the cultural competence of teachers and school leaders. Is organized in three sections: Culturally Responsive Practices; Race, Ethnicity, and Culture; and Gender, Sex, and Sense of Self. Provides readers with personal insights into the implicit biases that exist within the educational system and gifted programs. Each chapter illustrates the lived experiences of students from special populations and includes reflection questions for continued conversations and planning. Finally, an Educator Inventory is provided that tasks educators with reflecting on their own personal implicit biases and classroom practices related to the diverse populations of gifted and talented students in our schools.
