Full Description
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.
Contents
Executive SummaryPart I. Introduction and BackgroundSection I. IntroductionSection II. RationaleSection III. Analysis of DifferencesSection IV. Professional Standards for Teachers of Students With Gifts and Talents: The Development ProcessSection V. Knowledge Base for the 10 Content StandardsSection VI. Application of Evidence Base to Course DesignPart II. Using the Standards in Program Development & AccreditationSection VII. Relationship of Teacher Education Unit's Conceptual Framework to Gifted StandardsSection VIII. Dispositions of Teachers of Students With Gifts and TalentsSection IX. Assessment Systems in Standard-Based University Programs for Teachers of Students with Gifts and TalentsSection X. Developmental Continuum/Scope and Sequence of the StandardsSection XI. Redesign of Introductory CourseSection XII. Aligning Standards to Existing Gifted Education CourseworkSection XIII. Clinical Experiences in Gifted EducationSection XIV. Alignment With Other StandardsSection XV. Alignment With NAGC PreK-Grade 12 Gifted Program StandardsSection XVI. Context for Implementing StandardsSection XVII. ChallengesAppendicesAppendix A. Glossary of TermsAppendix B. List of Universities With Graduate Programs in Gifted EducationAppendix C. Universities Offering Online Courses in Gifted EducationAppendix D. Candidate Work Samples From Introductory CourseAppendix E. Assessment Benchmarks 8 and 9Appendix F. Rubrics for Review of Evidence Provided in a Program ReportAppendix G. INTASC Standards and DispositionsAppendix H. Bibliography of Research, Literature, and Practice Evidence in the Field of Gifted EducationReferencesIndex
