Using the National Gifted Education Standards for University Teacher Preparation Programs (annotated edition)

Using the National Gifted Education Standards for University Teacher Preparation Programs (annotated edition)

By: Ann Robinson (author), Joyce Lenore VanTassel-Baska (author), Susan K. Johnsen (author)Hardback

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Description

oApplying national standards to the design of quality teacher preparation programs can be challenging, and yet it is essential work. This guidebook bridges the distance, resulting in confident, efficient, and informed curriculum and program design decisions.ouSally M. Dobyns, DirectorCenter for Gifted Education, University of Louisiana at LafayetteoThe new standards in gifted education reflect current thinking in the field. The university guidebook helps me more easily create teacher preparation curriculum that matches the standards and makes defensible program modifications possible.ouScott Hunsaker, Associate Professor of Educational Foundations and Gifted EducationUtah State UniversityA breakthrough resource on gifted education course design!For universities seeking accreditation of their teacher preparation programs in gifted education, the program must be aligned with the ten standards newly approved by the National Council for Accreditation of Teacher Education (NCATE). Divided into seventy specific knowledge and skill requirements, these standards represent the best practices in gifted education and identify what teachers of the gifted should know and be able to do.This guidebook helps university personnel at the undergraduate and graduate levels design or revise gifted education programs that incorporate new professional standards developed by NAGC, CEC, and TAG. In addition to the CD-ROM with an annotated bibliography of the research and literature on which the standards are based, readers will find:Techniques for aligning coursework, clinical practice, and field experience with standardsSample syllabi that incorporate knowledge and skill benchmarksInformation on teacher assessment in standards-based university programsDetails of the challenges associated with the new standardsUsing the National Gifted Education Standards for University Teacher Preparation Programs is a key resource for professors, university program designers, and accreditation coordinators guiding the next generation of teachers into exceptional service in gifted education.

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About Author

Joyce VanTassel-Baska is The Jody and Layton Smith Professor of Education and Executive Director of the Center for Gifted Education at the College of William and Mary in Virginia where she has developed a graduate program and a research and development center in gifted education. Formerly she initiated and directed the Center for Talent Development at Northwestern University. She has also served as the state director of gifted programs for Illinois, as a regional director of a gifted service center in the Chicago area, as coordinator of gifted programs for the Toledo, Ohio, public school system, and as a teacher of gifted high school students in English and Latin. She has worked as a consultant on gifted educa-tion in all 50 states and for key national groups, including the U.S. Department of Education, National Association of Secondary School Principals, and American Association of School Administrators. She has consulted internation-ally in Australia, New Zealand, Hungary, Jordan, Singapore, and the United Arab Emirates. She is past president of The Association for the Gifted of the Council for Exceptional Children, and the Northwestern University Chapter of Phi Delta Kappa. She is currently president-elect of the National Association for Gifted Children. Dr. VanTassel-Baska has published widely including 15 books and over 275 refereed journal articles, book chapters, and scholarly reports. Recent books include: Designing and Utilizing Evaluation for Gifted Program Improvement (in press) (with Annie Feng), Content-based Curriculum for Gifted Learners (2003) (with Catherine Little) and Curriculum Planning and Instructional Design for Gifted Learners (2003). She also serves as the editor of Gifted and Talented International, a publication of the World Council on Gifted and Talented. Dr. VanTassel-Baska has received numerous awards for her work, including the National Association for Gifted Children's Early Leader Award in 1986, the State Council of Higher Education in Virginia Outstanding Faculty Award in 1993, the Phi Beta Kappa faculty award in 1995, and the National Association of Gifted Children's Distinguished Scholar Award in 1997. She has received awards from five states - Ohio, Virginia, Colorado, South Carolina, and Illinois - for her contribution to the field of gifted education in those states. She was selected as a Fulbright Scholar to New Zealand in 2000 and a visiting scholar to Cambridge University in England in 1993. Her major research interests are on the talent development process and effective curricular interventions with the gifted. She holds B.A., M.A., M. Ed., and Ed.D. degrees from the University of Toledo.

Contents

Executive Summary Part I. Introduction and Background Section I. Introduction Section II. Rationale Section III. Analysis of Differences Section IV. Professional Standards for Teachers of Students With Gifts and Talents: The Development Process Section V. Knowledge Base for the 10 Content Standards Section VI. Application of Evidence Base to Course Design Part II. Using the Standards in Program Development & Accreditation Section VII. Relationship of Teacher Education Unit's Conceptual Framework to Gifted Standards Section VIII. Dispositions of Teachers of Students With Gifts and Talents Section IX. Assessment Systems in Standard-Based University Programs for Teachers of Students with Gifts and Talents Section X. Developmental Continuum/Scope and Sequence of the Standards Section XI. Redesign of Introductory Course Section XII. Aligning Standards to Existing Gifted Education Coursework Section XIII. Clinical Experiences in Gifted Education Section XIV. Alignment With Other Standards Section XV. Alignment With NAGC PreK-Grade 12 Gifted Program Standards Section XVI. Context for Implementing Standards Section XVII. Challenges Appendices Appendix A. Glossary of Terms Appendix B. List of Universities With Graduate Programs in Gifted Education Appendix C. Universities Offering Online Courses in Gifted Education Appendix D. Candidate Work Samples From Introductory Course Appendix E. Assessment Benchmarks 8 and 9 Appendix F. Rubrics for Review of Evidence Provided in a Program Report Appendix G. INTASC Standards and Dispositions Appendix H. Bibliography of Research, Literature, and Practice Evidence in the Field of Gifted Education References Index

Product Details

  • publication date: 29/07/2008
  • ISBN13: 9781412965248
  • Format: Hardback
  • Number Of Pages: 256
  • ID: 9781412965248
  • weight: 939
  • ISBN10: 1412965241
  • edition: annotated edition

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  • 1st Class Delivery: Yes
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