STEM Education for High-Ability Learners

Bronwyn MacFarlane, Ph.D., is a professor of gifted education at the University of Arkansas at Little Rock. She has diverse experiences in teaching gifted students; leading educational programs; designing, reviewing, and evaluating differentiated curriculum for advanced learners; and providing professional development. She has held leadership roles as Associate Dean of the College of Education and Health Professions; Academic Dean of the Summer Institute for Gifted at Princeton University; National Association for Gifted Children (NAGC) Chair of the STEM Network and the Counseling & Guidance Network; editorial assistant and guest editor for Roeper Review; and national columnist of “The Curriculum Corner” for Teaching for High Potential.

[T]he book is well structured, easy to read, and acts as a catalyst for substantive discussion about engaging gifted learners in rich STEM learning opportunities. While broken into two parts, the book is structured so that readers can easily navigate across these major areas and apply the information across them. Understanding what research identifies as best practices for high-ability learners is essential for developing the best quality programs to serve students. District and school administrators would be well served to use this text in their discussions about program development. The ability to cross fertilize program development practicalities with research findings makes STEM Education for High-Ability Learners a compelling read and useful tool for any school, teacher, or administrator.,Colby Tofel-Grehl & David Feldon,Teachers College Record, 9/7/16This edited work includes contributions by well-known authors and researchers in gifted education and related fields, providing valuable perspectives and a multitude of ideas for offering a continuum of services designed to develop the talents of promising students in STEM fields.,Gifted Child Today, 1/10/17There are many books and resources available on this hot topic, but few are specifically geared toward the nature and needs of gifted students. That is where STEM Education for High-Ability Learners appears as a beacon of hope for those working with gifted youth. . . . The content within each chapter is relevant to the specific areas in which educators and administrators are often seeking guidance and direction. The authors provide valuable, practical examples of successful programs, products, strategies, and systems currently being used to meet the needs of gifted learners. . . . This text is a refreshing addition to the field of STEM education for high-ability learners.,Jeanna Heuring,Roeper Review, 1/1/18

• Dedication Introduction Part I Foundational Theories, Research, and Best Practices in STEM Education Chapter 1: State Residential STEM Schools: A Case Study Chapter 2: S Is for Science Education at the Elementary Level Chapter 3: S Is for Science Education at the Secondary Level Chapter 4: T Is for Technology Education: Developing Technological Talent and Skill Through Curriculum and Practice Chapter 5: E Is for Engineering Education: Cultivating Applied Science Understandings and Problem-Solving Abilities Chapter 6: M is for Mathematics at the Elementary Level Chapter 7: M is for Mathematics at the Secondary Level Chapter 8: Assessing Aptitude and Achievement in STEM Teaching and Learning Chapter 9: Infrastructure of Comprehensive STEM Programming for Advanced Learners Part II Applications to School-Based Practice With Gifted Education Chapter 10: Connecting the Common Core State, Next Generation Science, and Gifted Programming Standards With STEM Curriculum for Advanced Learners Chapter 11: Biography Builds STEM Understanding for Talented Learners Chapter 12: International STEM Education and the Integrated Role of Second Language Study Chapter 13: Integrating the Arts and Creativity in STEM Education: Emerging Talent Using STEAM Chapter 14: Neuroscience and Gender Issues in STEM Education and Among High-Ability Learners Chapter 15: Designing and Developing an Exceptional Living-Learning Environment for the Highly Able Student: A Grassroots Approach to a Statewide Initiative Conclusion About the Editor About the Authors