The document discusses gifted education and provides recommendations for its future. It notes that gifted education has a history of championing innovative instructional practices, but that many of these practices are now common in regular classrooms. It states that for gifted education to remain meaningful, the field needs a clear vision of what it wants the future to hold and to envision possible futures and outcomes for gifted education. The document emphasizes that gifted education should focus less on labels and more on ensuring all students receive an appropriate level of challenge and engagement in their learning.
Presented poster at Binghamton University's Graduate School of Education's Research Poster Day on how re-segregation in charter schools impact student achievement.
EdChoice's 2017 Schooling in America SurveyEdChoice
The 2017 edition of our annual Schooling in America Survey project is finally out, and we made it easier than ever for you to learn and share our results. Short on time? Flip through this Slideshare to get the key findings from EdChoice’s annual survey of Americans on K–12 education issues and more, with a special focus on small town and rural families as well as new questions about the role of the federal government.
For the full report, visit https://www.edchoice.org/NationalSurvey2017.
Presented poster at Binghamton University's Graduate School of Education's Research Poster Day on how re-segregation in charter schools impact student achievement.
EdChoice's 2017 Schooling in America SurveyEdChoice
The 2017 edition of our annual Schooling in America Survey project is finally out, and we made it easier than ever for you to learn and share our results. Short on time? Flip through this Slideshare to get the key findings from EdChoice’s annual survey of Americans on K–12 education issues and more, with a special focus on small town and rural families as well as new questions about the role of the federal government.
For the full report, visit https://www.edchoice.org/NationalSurvey2017.
Against All Odds: Increasing College Access & Retention for First Generation ...Naviance
Krystal Ferguson, Hobsons K-12 Consultant, presents on the unique challenges that first-generation and minority students face in enrolling and persisting in college. Krystal also discusses strategies for school systems to best support these students to reach their post-secondary goals.
INDICATORS OF ACADEMIC DELINQUENCIES AS A MEANS OF PROMOTING GOODWILLHoly Angel University
This presentation was orally presented in National Marketing Educators Conference for technical review intended for Research Journal Publication. The conference was held in Saint Louis University, College of Business and Accountancy, Baguio City, Philippines. I hope this could be of help to other researchers with studies of parallel to this topic on Academic Delinquencies and Image Building
Presentation given at the 2015 Early Childhood Common Agenda Forum for South Carolina by Jim Squires.
Three statewide organizations – Children’s Trust of South Carolina, the Institute for Child Success and United Way Association of South Carolina – along with statewide partners offer the following policy road map for South Carolina to create a brighter future for young children and their families.
The 2015 Early Childhood Common Agenda for South Carolina reflects months of work from a coalition of experts and offers specific recommendations to build a smart, comprehensive early childhood system for children 0-5 years old.
http://scChildren.org/CommonAgenda
Fighting Education Inequality: Segregation in K-12 Schooling & Legacy Preferences in Higher Education. A talk by Richard D. Kahlenberg, Senior Fellow, The Century Foundation , November 10, 2011 at the Education Law Association, Chicago, Illinois
3 Solutions to Support Greater Educational Equity Right NowDreamBox Learning
Investing more money, dedicating more people, and doing more to improve schools and support teachers is needed for educational equity, but here are 3 things you can do to support greater educational equity right now.
The Division of Student Life at the University of Tennessee, Knoxville welcomed Kevin Kruger, president and CEO for NASPA – Student Affairs Administrators in Higher Education on February 11. Kruger spoke during the 2019 Southeast Chief Student Affairs Officers (SECSAO) annual meeting on February 10-12, 2019.
Kevin Kruger, Ph.D. draws on more than 35 years of experience in higher education. As NASPA president, Dr. Kruger represents student affairs at a variety of national forums and is a frequent contributor to higher education news stories on the college student experience.
Against All Odds: Increasing College Access & Retention for First Generation ...Naviance
Krystal Ferguson, Hobsons K-12 Consultant, presents on the unique challenges that first-generation and minority students face in enrolling and persisting in college. Krystal also discusses strategies for school systems to best support these students to reach their post-secondary goals.
INDICATORS OF ACADEMIC DELINQUENCIES AS A MEANS OF PROMOTING GOODWILLHoly Angel University
This presentation was orally presented in National Marketing Educators Conference for technical review intended for Research Journal Publication. The conference was held in Saint Louis University, College of Business and Accountancy, Baguio City, Philippines. I hope this could be of help to other researchers with studies of parallel to this topic on Academic Delinquencies and Image Building
Presentation given at the 2015 Early Childhood Common Agenda Forum for South Carolina by Jim Squires.
Three statewide organizations – Children’s Trust of South Carolina, the Institute for Child Success and United Way Association of South Carolina – along with statewide partners offer the following policy road map for South Carolina to create a brighter future for young children and their families.
The 2015 Early Childhood Common Agenda for South Carolina reflects months of work from a coalition of experts and offers specific recommendations to build a smart, comprehensive early childhood system for children 0-5 years old.
http://scChildren.org/CommonAgenda
Fighting Education Inequality: Segregation in K-12 Schooling & Legacy Preferences in Higher Education. A talk by Richard D. Kahlenberg, Senior Fellow, The Century Foundation , November 10, 2011 at the Education Law Association, Chicago, Illinois
3 Solutions to Support Greater Educational Equity Right NowDreamBox Learning
Investing more money, dedicating more people, and doing more to improve schools and support teachers is needed for educational equity, but here are 3 things you can do to support greater educational equity right now.
The Division of Student Life at the University of Tennessee, Knoxville welcomed Kevin Kruger, president and CEO for NASPA – Student Affairs Administrators in Higher Education on February 11. Kruger spoke during the 2019 Southeast Chief Student Affairs Officers (SECSAO) annual meeting on February 10-12, 2019.
Kevin Kruger, Ph.D. draws on more than 35 years of experience in higher education. As NASPA president, Dr. Kruger represents student affairs at a variety of national forums and is a frequent contributor to higher education news stories on the college student experience.
Superheroes and the gifted often possess virtues like compassion, altruism, and a sense of justice. Hope for the future relies not on superheroes miraculously saving the day but instead on empowering today’s gifted kids to conquer the problems of tomorrow. This session compares gifted youth to superheroes and examines the type of support necessary for their own hero’s journey.
@brianhousand
brianhousand.com
Brian Housand, Ph.D.
@brianhousand
brianhousand.com
Today’s technology offers incredible potential to demonstrate creative-productive giftedness, but as a society we have fallen victim to an unhealthy digital diet consuming massive amounts of screentime that often leaves us feeling bloated and unsatisfied. This session demonstrates ways to meaningful integrate a curated collection of tools designed to specifically reduce distractions, set goals, track progress, and get stuff done.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
5. 2o2o WINTER TOUR
JAN 21 CAPE FEAR CENTER FOR INQUIRY IN WILMINGTON, NC
FEB 6-7 SPLENDORA ISD IN SPLENDORA,TX
FEB 13 ROWAN-SALISBURY SCHOOLS IN SALISBURY, NC
FEB 14 GASTON COUNTY SCHOOLS IN GASTONIA, NC
FEB 20-21 NEBRASKA ASSOCIATION FOR THE GIFTED IN OMAHA, NE
FEB 27-28 NATIONAL ASSOCIATION FOR INDEPENDENT SCHOOLS IN PHILADELPHIA, PA
MAR 5-6 NC ASSOCIATION FOR GIFTED AND TALENTED IN WINSTON-SALEM, NC
brianhousand.com/talks
23. I consider this one of
the most important of
all problems for the
development of social
science —
the problem of how to
recognize, educate,
foster, and utilize the
gifted young.
Leta S. Hollingworth
37. TEST SCORE
CRITERIA
APPROXIMATELY 50%
OF THE TALENT POOL
STEP 1
Test Score Nominations
(Automatic and Based on Local Norms)
NON-TEST SCORE
CRITERIA
APPROXIMATELY 50%
OF THE TALENT POOL
STEP 2
Teacher Nominations
(Automatic Except in Cases of Teachers
Who Are Over or Under Nominators)
STEP 3 Alternative Pathways
STEP 4 Special Nominations
STEP 5 Notification of Parents
STEP 6 Action Information Nominations
TotalTalentPoolConsistsofApproximately
15%oftheTotalSchoolPopulation
Renzulli, J. S. (1990). A practical system for identifying gifted and talented students. Early Child Development and Care, 63, 9–18.
40. NEBRASKA (NE) REPORT CARD
LAWS
The state of Nebraska mandates by law identifying but not serving “learners with high ability.”
This mandate is partially funded.
ACCESS
Opportunity to Be
Identified as Gifted Grade or Rank Notes and Explanation
Access to Identification
Rank
B
17th
83.19% of students attend a school that identifies students with gifts and talents
Rank among 50 states and DC in access
Equity of Access
Between Title I and Non-
Title I Schools
Rank
F
42nd
Students in Title I schools are identified at 42% of the rate of those in Non-Title I schools
(7.29% vs. 17.38% yields a ratio of 0.42 between Title I and Non-Title I schools).
Rank among 50 states and DC in equity between Non-Title I and Title I schools
Equity of Access by Race F
A
A
A
0.68 AIAN
1.08 Black
1.02 Latinx
0.99 NHPI
The ratio of race access to general access in schools that identify
indicates whether students proportionally attend schools that
identify. Ratios close to or greater than 1.00 means good access, so
underrepresentation is not a function of lack of access.
EQUITY
Underserved Groups
(in schools that identify) Category
Statewide
Grade—RI
City
Grade—RI
Suburb
Grade—RI
Town
Grade—RI
Rural
Grade—RI
AIAN Equity Overall F–0.45 F–0.36 F–0.54 F–0.50 F–0.51
(n=2,529) Non-Title I F–0.40 F–0.34 F–0.51 F–0.48 F–0.47
Substantial population Title I F–0.74 F–0.56 B–0.92 F–0.55 F–0.71
Black Equity Overall F–0.49 F–0.47 F–0.38 F–0.46 F–0.62
(n=19,749) Non-Title I F–0.48 F–0.44 F–0.37 F–0.53 F–0.60
Title I F–0.67 F–0.72 F–0.63 F–0.42 F–0.37
Latinx Equity Overall F–0.51 F–0.51 F–0.67 F–0.48 F–0.46
(n=48,504) Non-Title I F–0.50 F–0.47 F–0.74 F–0.43 F–0.46
Title I F–0.79 B–0.93 A–1.04 F–0.70 F–0.49
NHPI Equity Overall F–0.67 C–0.88 F–0.50 F–0.69 F–0.17
(n=394) Non-Title I F–0.57 F–0.78 F–0.50 F–0.42 F–0.22
Title I A–1.01 A–1.31 F–0.00 A–1.58 F–0.00
MISSINGNESS
Students Missing From Gifted Education Identification: 26% at the Lower Boundary. Grade: Fail. Rank: 17
Nebraska identified 35,778 students as gifted in 2016. Statewide, the number of missing students in schools that do not identify and in schools
that underidentify ranges from 12,271 to 19,419, (26% to 35%) with most of these missing students coming from Title I schools and from
underserved populations. For example, 154 AIAN children are identified, with 453 to 623 (75% to 80%) missing. These numbers are detailed in
Table 7 in the accompanying state report.
SUMMARY
Key Findings and Recommendations
Despite a mandate to identify students with gifts and talents, only 83% of Nebraska’s students attend schools in which identification takes place.
Further, inequity exists between Non-Title I and Title I schools regarding percentage of students identified, with Non-Title I schools identifying
more than double the percentage students identified in Title I schools. RIs by race and locale show underrepresentation of AIAN, Black, and Latinx
students who are identified on average at about half thee rate that would be equitable (0.45, 0.51, 0.49, respectively). These data make it clear that
Nebraska needs to reform policy and procedures concerning access, equity, and identification in gifted education statewide.
Note. A blank indicates there are no students in that setting from this group; a zero indicated that although there are students in this setting none are identified
with gifts and talents. AIAN=American Indian or Alaska Native, NHPI=Native Hawaiian or other Pacific Islander
Gifted Education in the United States
Gentry, M., Gray, A., Whiting, G. W., Maeda, Y., & Pereira, N. (2019). Access denied/System failure: Gifted education in the United States: Laws, access, equity, and missingness across the country
by locale, Title I school status, and race. Report Cards, Technical Report, and Website. Purdue University: West Lafayette, IN; Jack Kent Cooke Foundation: Lansdowne, VA.
41. NEBRASKA (NE) REPORT CARD
LAWS
The state of Nebraska mandates by law identifying but not serving “learners with high ability.”
This mandate is partially funded.
ACCESS
Opportunity to Be
Identified as Gifted Grade or Rank Notes and Explanation
Access to Identification
Rank
B
17th
83.19% of students attend a school that identifies students with gifts and talents
Rank among 50 states and DC in access
Equity of Access
Between Title I and Non-
Title I Schools
Rank
F
42nd
Students in Title I schools are identified at 42% of the rate of those in Non-Title I schools
(7.29% vs. 17.38% yields a ratio of 0.42 between Title I and Non-Title I schools).
Rank among 50 states and DC in equity between Non-Title I and Title I schools
Equity of Access by Race F
A
A
A
0.68 AIAN
1.08 Black
1.02 Latinx
0.99 NHPI
The ratio of race access to general access in schools that identify
indicates whether students proportionally attend schools that
identify. Ratios close to or greater than 1.00 means good access, so
underrepresentation is not a function of lack of access.
Underserved Groups Statewide City Suburb Town Rural
Gifted Education in the United States
46. When each of us
thinks about what
we can do in life,
chances are,
we can do it
because of a
teacher. Stephen Hawking
47. FEBRUARY | 2020
Foreword and Executive Summary by
Amber M. Northern and Michael J. Petrilli
By Seth Gershenson
TheImpactofRigorousGrading
PracticesonStudentAchievement
48. FINDING 1:
Students learn
more from
teachers who have
higher grading
standards.
FEBRUARY | 2020
Foreword and Executive Summary by
Amber M. Northern and Michael J. Petrilli
By Seth Gershenson
TheImpactofRigorousGrading
PracticesonStudentAchievement
49. FINDING 2:
Teachers with
higher grading
standards improve
their students’
performance in
subsequent
math classes up to
two years later.
FEBRUARY | 2020
Foreword and Executive Summary by
Amber M. Northern and Michael J. Petrilli
By Seth Gershenson
TheImpactofRigorousGrading
PracticesonStudentAchievement
50. FINDING 3:
Teachers with
higher grading
standards
significantly
improve the
learning outcomes
of all student
subgroups.FEBRUARY | 2020
Foreword and Executive Summary by
Amber M. Northern and Michael J. Petrilli
By Seth Gershenson
TheImpactofRigorousGrading
PracticesonStudentAchievement
82. JUST KEEP SWIMMING!
JUST KEEP SWIMMING!
JUST KEEP SWIMMING!
JUST KEEP SWIMMING!
JUST KEEP SWIMMING!
JUST KEEP SWIMMING!
JUST KEEP SWIMMING!
JUST KEEP SWIMMING!
JUST KEEP SWIMMING!
101. “Perhaps the arts of
“benign chicanery
“are absolutely necessary
“to a child of highest
“intelligence,
“compelled to find his
“spiritual way through
“mass education.”
Leta Hollingworth
109. Gifted Education has a long history of championing
instructional practices that integrate creativity,
innovation, differentiation, and academic vigor. Yet,
in 2020 what was once the cutting edge and the
dominion of the gifted classroom are common
practices in many regular classrooms. If gifted
education is to remain meaningful and relevant, we
need to unite and create clear vision of what we
want the world of tomorrow to hold for us. We need
to peer into the crystal ball and envision a series of
possible futures and outcomes for gifted education.