Specialized Schools 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.

Specialized Schools for High-Ability Learners delivers a comprehensive discussion with recommendations for the learning experiences of high-talent students in specialized schools and alternatively approved educational programs. Through relevant research and practical applications, this instructive compendium will help in developing high levels of talent among the next generation of competent critical thinkers.,Midwest Book Review, 8/1/18Gifted education professionals as well as parents of gifted children will find Specialized Schools for High-Ability Learners a welcome resource when considering alternatives to traditional programs for gifted students. Parents will become informed on what to look for when choosing a specialized program for their child. Gifted educational professionals will find clarity and direction for designing and redesigning programs that match the needs and abilities of high-ability learners.,Joyce Juntune,Teachers College Record, 11/8/18[The book] provides readers with school-based examples of different contexts for the delivery of curriculum for students with high ability . . . the reader can expect each subsequent chapter to demonstrate how specialized schools provide a means by which interventions known to benefit gifted students such as ability grouping, mentorships, acceleration, and enrichment can be implemented.,Darlene Wiggins Dockery,Roeper Review, 10/25/19

• Acknowledgements Introduction Part I: Foundational Theories and Research Among Specialized Schools Chapter 1 Charting a Specialized Course in Education: Public, Private, Magnet, and Charter Schools Chapter 2 Curriculum and Instruction for Specialized Schools for the Gifted: The Way Forward in Talent Development Chapter 3 Using Standards in Specialized School Settings Chapter 4 Evaluating Specialized Programs for Differentiated Instruction and Assessment Practices for Advanced Learners Chapter 5 Leadership in Specialized Schools and Programs for High-Ability Learners Chapter 6 The Whole Gifted Child: Serving Learners in Specialized Schools Part II: Best Practices for Specialized School Operations Chapter 7 Telling Their Stories: Specialized Schools for High-Ability Learners Chapter 8 Considerations for Planning, Funding, and Operating Specialized Schools: The Gatton Academy of Mathematics and Science in Kentucky Chapter 9 Music, Creativity, and the Arts in Specialized Schools Chapter 10 Specialized Second Language Academies: Optimizing Advancement for Gifted Learners Chapter 11 Young Learners and Specialized Preschools in Practice: A Song for Everything Chapter 12 Specialized Elementary Schools Chapter 13 Curriculum, Methods, and Authentic Experiences in Science and Mathematics Specialized Schools Conclusion About the Editor About the Authors