Designing Services and Programs for High-Ability Learners

Rebecca D. Eckert, Ph.D., is an associate clinical professor in Teacher Education at the Neag School of Education at the University of Connecticut, where she works with preservice teachers as they navigate the joys and challenges of their first classroom experiences. In her former role as the Gifted Resource Specialist for the National Association for Gifted Children (NAGC), Rebecca helped to redesign the NAGC website and develop practical resources for educators and advocates of gifted students. Her previous work at The National Research Center on the Gifted and Talented included participation in Javits research at both the elementary and secondary levels. Her research interests include talented readers, recruitment and preparation of new teachers, arts in the schools, and public policy and gifted education. She is a former middle school teacher with experience in geography, history, and theatre arts. Jennifer H. Robins, Ph.D., is the Director of Publications and Professional Development at the Center for Gifted Education at William & Mary and a clinical assistant professor. She teaches graduate courses in gifted education, working with teachers who are pursuing their gifted endorsement. She is a former teacher of elementary gifted and talented students and was senior editor at Prufrock Press, focusing on the development of scholarly materials, including gifted education textbooks and professional development books, as well as classroom materials for teachers of gifted and advanced students. She is managing editor of the Journal for the Education of the Gifted and a board member of The Association for the Gifted, Council for Exceptional Children. Her areas of interest include the history of gifted education and underrepresented populations.

• AcknowledgmentsAbout the EditorsAbout the ContributorsIntroductionChapter 1. Aligning Gifted Programming and Services With National and State StandardsChapter 2. Developing a Mission Statement on the Educational Needs of Gifted and Talented StudentsChapter 3. Developing a Definition of GiftednessChapter 4. Constructing Identification ProceduresChapter 5. Comprehensive Program DesignChapter 6. Creating a Comprehensive and Defensible Budget for Gifted Programs and ServicesChapter 7. Providing Programs and Services for Gifted Students at the Elementary LevelChapter 8. Providing Programs and Services for Gifted Students at the Secondary LevelChapter 9. Services That Meet the Social and Emotional Needs of Gifted ChildrenChapter 10. Attending to the Needs of Twice-Exceptional LearnersChapter 11. Promoting Opportunity, Rigor, and Achievement for Underrepresented StudentsChapter 12. Designing a Professional Development PlanChapter 13. Collaborating With Families to Support Gifted StudentsChapter 14. Planning for AdvocacyChapter 15. Developing Local Policies to Guide and Support Gifted Programs and ServicesChapter 16. Developing a Plan for Evaluating Services Provided to Gifted StudentsChapter 17. Using Scientifically Based Research to Make Decisions About Gifted Education Programs, Services, and ResourcesAppendix A. Establishing Gifted Education Advisory CommitteesAppendix B. NAGC Pre-K–Grade 12 Gifted Programming StandardsIndex