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Differentiation for Gifted and Talented Students

Focusing on the link between gifted education and general education, the articles in Differentiation for Gifted and Talented Students reveal the benefits of differentiating curriculum and instruction, discuss impediments to the successful adoption of differentiation in classrooms and school districts, and show how educators can collaboratively overcome these obstacles.
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Table of Contents

About the Editors Series Introduction - Sally M. Reis Introduction to Differentiation for Gifted and Talented Students - Carol Ann Tomlinson 1. Interface Between Gifted Education and General Education: Toward Communication, Cooperation and Collaboration - Carol Ann Tomlinson, Mary Ruth Coleman, Susan Allan, Anne Udall, and Mary Landrum 2. The Effectiveness of the Schoolwide Enrichment Model on Selected Aspects of Elementary School Change - F. Richard Olenchak, Joseph S. Renzulli 3. The Impact of Staff Development on Teachers' Ability to Modify Curriculum for Gifted and Talented Students - Sally M. Reis, Karen L. Westberg 4. A Multi-Site Case Study of Successful Classroom Practices for High Ability Students - Karen L. Westberg and Francis X. Archambault, Jr. 5. Open-Ended Activities: Differentiation Through Learner Responses - Nancy B. Hertzog 6. Curriculum Compacting and Achievement Test Scores: What Does the Research Say? - Sally M. Reis, Karen L. Westberg, Jonna M. Kulikowich, and Jeanne H. Purcell 7. Building Bridges Between General Practitioners and Educators of the Gifted: A Study of Collaboration - Jeanne H. Purcell, Jann H. Leppien 8. Changing General Education Classroom Practices to Adapt for Gifted Students - Susan K. Johnsen, Patricia A. Haensly, Gail R. Ryser, and Randal F. Ford 9. A Curriculum Study of Gifted-Student Learning in the Language Arts - Joyce VanTassel-Baska, Li Zuo, Linda D. Avery, and Catherine A. Little 10. Practices of Preservice Teachers Related to Gifted and Other Academically Diverse Learners - Carol Ann Tomlinson, Ellen M. Tomchin, Carolyn M. Callahan, Cheryll M. Adams, Paula Pizzat-Tinnin, Caroline M. Cunningham, Barbara Moore, Lori Lutz, Chris Roberson, Nancy Eiss, Mary Landrum, Scott Hunsaker, and Marcia Imbeau 11. Deciding to Differentiate Instruction in Middle School: One School's Journey - Carol Ann Tomlinson Index

About the Author

Carol Ann Tomlinson's career as an educator includes 21 years as a public school teacher. She taught in high school, preschool, and middle school, and worked with heterogeneous classes as well as special classes for students identified as gifted and students with learning difficulties. Her public school career also included 12 years as a program administrator of special services for advanced and struggling learners. She was Virginia's Teacher of the Year in 1974. She is professor of educational leadership, foundations, and pol-icy at the University of Virginia's Curry School of Education; a researcher for the National Research Center on the Gifted and Talented; a codirec-tor of the University of Virginia's Summer Institute on Academic Diversity; and president of the National Association for Gifted Children. Special interests through-out her career have included curriculum and instruction for advanced learners and struggling learners, effective instruction in heterogeneous settings, and bridging the fields of general education and gifted education. She is author of over 100 articles, book chapters, books, and other professional development materials, including How to Differentiate Instruction in Mixed-Ability Classrooms, The Differentiated Classroom: Responding to the Needs of All Learners, Leadership for Differentiated Schools and Classrooms, the facilitator's guide for the video staff development sets called Differentiating Instruction, and At Work in the Differentiated Classroom, as well as a professional inquiry kit on differentiation. She works throughout the United States and abroad with teachers whose goal is to develop more responsive heterogeneous classrooms. Sally M. Reis is a professor and the department head of the Educational Psychology Department at the University of Connecticut where she also serves as principal investigator of the National Research Center on the Gifted and Talented. She was a teacher for 15 years, 11 of which were spent working with gifted students on the elementary, junior high, and high school levels. She has authored more than 130 articles, 9 books, 40 book chapters, and numerous monographs and technical reports. Her research interests are related to special populations of gifted and tal-ented students, including: students with learning disabilities, gifted females and diverse groups of talented students. She is also interested in extensions of the Schoolwide Enrichment Model for both gifted and talented students and as a way to expand offerings and provide general enrichment to identify talents and potentials in students who have not been previously identified as gifted. She has traveled extensively conducting workshops and providing profes-sional development for school districts on gifted education, enrichment programs, and talent development programs. She is co-author of The Schoolwide Enrichment Model, The Secondary Triad Model, Dilemmas in Talent Development in the Middle Years, and a book published in 1998 about women's talent development titled Work Left Undone: Choices and Compromises of Talented Females. Sally serves on several editorial boards, including the Gifted Child Quarterly, and is a past president of the National Association for Gifted Children.

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