[Ohiogift] AASA issue on gifted education

[Margaret DeLacy]

Friends:

All the articles in the special issue of the School Adminstrator on cultivating gifted students are now available online.

You can find them at 

http://www.aasa.org/content.aspx?id=37965

School administrators are the key to getting g/t services for students, so I'm pleased that they are interested.  

Expanding the View of Giftedness

BY JANE CLARENBACH

School districts are adding programs to develop the talents of students who have high ability but who may not be demonstrating high achievement. Some initiatives stem from efforts to close disparities among students reaching advanced achievement or to better reflect student diversity.
  
Gifted Tactics in the Field

Reports from four districts addressing disparate aspects of what it takes to serve students identified as gifted.

    Tamara J. Fisher (Polson, Mont.) on rural school services
    Rachel Smethers-Winters (Akron, Ohio) on delivering instruction online
    Tania K. Lyon (Mankato, Minn.) on program evaluation as a wakeup call
    John Alberts (Austin, Minn.) on reaching the underrepresented
      

The Stories They Tell About the Gifted

BY LINDA S. CONLON

The author’s doctoral study of how superintendents view gifted education today relates to their personal and professional encounters in their pasts. The stories influenced the people who told them, revealing what was important to them in addressing the needs of gifted students.

    Three wide-ranging superintendents’ narratives

 
The Obstacles Deterring Gifted Education

BY CHESTER E. FINN JR. AND BRANDON L. WRIGHT

State policies and minimal federal funding can hinder, but school systems have the capacity to adopt practices to better serve their brightest students, according to the co-authors of Failing Our Brightest Kids.

 
Our Detracked System: College Curriculum for All

BY WILLIAM H. JOHNSON

For the past two decades, the 3,600-student Rockville Centre, N.Y., district has accelerated instruction for students of every ability level and a range of socioeconomic backgrounds. The superintendent for the entirety of that period describes the district’s inclusive practices.