Also in This Issue…
- Feature: Testing Your Gifted Child: A Springboard for Effective Advocacy
- The Editor's View: Be a Voice for Gifted Education
- Connections: Teaching to the Test and Gifted Learners
- Tapping Talent: Creating Opportunities to Develop Leadership Ability
- Schoolhouse Options: Virtual Schools—a Growing Reality
- The Emotional Edge: Helping Children Cope with Anxiety
- Expert's Forum: Continuing the Discussion of Ability Grouping
- Technology Matters: Your Child and the Internet
- Consultant's Corner: Unmasking the Egalitarian Fiction
- Product Tips: Cracking the Code
- Currents: Children are to Be Seen and Not Heard?
- Currents: Gifted in the Middle
- Currents: The Mamas and the Papas
Currents
Gifted in the Middle
Volume 6 / Issue 3 / Spring 2006
Although Educating Gifted Students in Middle School: A Practical Guide, by Susan Rakow (Prufrock, 2005), is written for educators, parents can glean from it excellent information about what shapes middle school educational policy and how to bring recommendations to their child’s middle school. Rakow addresses specific legislation and reports, such as the No Child Left Behind Act and Turning Points 2000: Educating Adolescents in the 21st Century, which have beleaguered the proponents of gifted education. She discusses how the interpretation and implementation of such laws and publications have been detrimental to high-ability students. Rather than rehash bad policy and its outcomes, Rakow suggests specific strategies, based on standing research, for carrying out the recommendations of the Turning Points 2000 report for the benefit of gifted students. In addition, she advocates for holistic institutions that maximize the potential of all learners.
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