For Parents of Gifted Children
Since its inception in 2001, the No Child Left Behind Act (NCLB) appears to be meeting one of its major objectives: to close the achievement gap between high- and low- achieving students nationwide. The situation, however, is a bit...
Boone, Sarah Volume 9 / Issue 1 / Fall 2008 Legislation/Law Research and Theory
Just as educational programs and curricula for gifted children differ widely from state to state, so too do the requirements for teachers of gifted children. Since no national degree or certification requirements for gifted educators exist, all policy and funding...
Boone, Sarah Volume 8 / Issue 4 / Summer 2008 Legislation/Law Research and Theory
The College Board’s first ever audit of its Advanced Placement (AP) courses is complete, and all stakeholders—the College Board, colleges and universities, AP teachers, and ultimately students—will benefit. To protect the AP brand name and maintain course quality, the College...
Educational Strategies Geiser, Debra Bell Volume 8 / Issue 4 / Summer 2008
Because middle school education (grades 6-8) in the United States has struggled in terms of academic achievement, school districts in several states are returning to the K-8 model. Reform is underway in Maryland, Massachusetts, New York, Ohio, Oklahoma, Pennsylvania,...
Geiser, Debra Bell Volume 8 / Issue 1 / Fall 2007 Model Program/Schools Research and Theory
The No Child Left Behind Act (NCLB) was signed into law two and a half years ago to provide states with a systematic approach to achieve education reform and improvement. Some view the act as burdensome to states, districts, and...
Volume 5 / Issue 2 / Winter 2005 Legislation/Law Stephens, Kristen R.
Ideally, the decision to treat a child with medication for psychological disorders should involve the child and a team of caregivers, including parents, teachers, counselors, the child’s pediatrician, and a psychologist. Drs. Ronald T. Brown and Morgan T. Sammons...
Collins-Perry, Bobbie Volume 3 / Issue 4 / Summer 2003 Research and Theory Social-Emotional Issues
The days of “senioritis” are numbered! The last year of high school can no longer be considered a time to relax before adulthood. Instead, it should be, says the National Commission on the High School Senior Year, a “time...
Volume 2 / Issue 3 / Spring 2002 Research and Theory Stephens, Kristen R.
Educators, researchers, and parents often observe perfectionist behaviors in gifted students. It comes as no surprise, since these students are bombarded daily by parents, teachers, peers, and an entertainment industry that rewards them and encourages them to make the highest...
Brown, Teri Cooper Volume 2 / Issue 1 / Fall 2001 Social-Emotional Issues
Discussions of the storms faced by adolescent girls offer no image more striking than “saplings in a hurricane.” Mary Pipher, Ph.D., used the phrase in her 1994 book, Reviving Ophelia . While Dr. Pipher’s book was based on her work...
Volume 1 / Issue 4 / Summer 2001 Research and Theory Walker, Liz
The Children’s Mental Health Foundations and Agencies Network recently released A Good Beginning: Sending America’s Children to School with the Social and Emotional Competence They Need to Succeed. The monograph summarizes two papers commissioned by the organization. The first addresses...
Volume 1 / Issue 3 / Spring 2001 Social-Emotional Issues Stephens, Kristen R. Young Gifted
Ability grouping and tracking are two methods of grouping students for instruction. Ability grouping, commonly practiced in elementary schools, is when students of similar ability or achievement level within a class are grouped for instruction. Tracking, or grouping between classes,...
Educational Strategies Volume 1 / Issue 2 / Winter 2001 Jarosewich, Tania Research and Theory