Using the National Gifted Education Standards for University Teacher Preparation Programs

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Overview

This guidebook helps university personnel design or revise teacher preparation courses in gifted education to align with the new standards required by NCATE for program accreditation.

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Editorial Reviews

Sally M. Dobyns
"Applying 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."
Scott Hunsaker
"The 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."
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Product Details

  • ISBN-13: 9781412965248
  • Publisher: SAGE Publications
  • Publication date: 3/27/2008
  • Pages: 256

Meet the Author

Joyce Van Tassel-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. Van Tassel-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. Van Tassel-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.

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Table of 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 Pre K-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

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