Bruce M. Shore – författare

A gifted education Legacy Award winner, Best Practices in Gifted Education provides concise, up-to-date, research-based advice to educators, administrators, and parents of gifted and talented youth. The 29 practices included in this volume are the result of an extensive examination of educational research on what works with talented youth. The interest in culturally diverse and low-income learners, the means to identify talents, and the need for curriculum that appropriately challenges high-ability youth constitute just a few of the 29 practices.Each practice is organized into a chapter containing two sections: What We Know and What We Can Do. The first section briefly describes the practice and summarizes the research. The second section suggests what course of action a parent, teacher, or administrator might take at home, in the classroom, or at school. The book is a must-have for those who want a guide that makes a connection between research and practical action in gifted education.A service publication of the National Association for Gifted Children (Washington, DC). This designation indicates that this book has been jointly developed with NAGC and that this book passes the highest standards of scholarship, research, and practice.

SCROLL TO THE SUPPORT MATERIAL SECTION BELOW FOR COMPANION RESOURCES!

I Is for Inquiry takes a unique approach to helping teachers in the elementary grades create lessons and sustain inquiry in their classrooms. This colorful, illustrated alphabet book explores 26 (including X and Z) key ideas and skills in inquiry-based teaching and learning, such as collaboration, dialogue, evidence, hypothesis, and scaffolding. Each short chapter:

This book will serve as a familiar and fun resource for busy teachers at any point in their careers. Using the inquiry vocabulary and repertoire of concepts, teachers can build curriculum and share ideas with colleagues, making inquiry in the classroom as approachable as ABC!

A gifted education Legacy Award winner, Best Practices in Gifted Education provides concise, up-to-date, research-based advice to educators, administrators, and parents of gifted and talented youth. The 29 practices included in this volume are the result of an extensive examination of educational research on what works with talented youth. The interest in culturally diverse and low-income learners, the means to identify talents, and the need for curriculum that appropriately challenges high-ability youth constitute just a few of the 29 practices.Each practice is organized into a chapter containing two sections: What We Know and What We Can Do. The first section briefly describes the practice and summarizes the research. The second section suggests what course of action a parent, teacher, or administrator might take at home, in the classroom, or at school. The book is a must-have for those who want a guide that makes a connection between research and practical action in gifted education.A service publication of the National Association for Gifted Children (Washington, DC). This designation indicates that this book has been jointly developed with NAGC and that this book passes the highest standards of scholarship, research, and practice.

SCROLL TO THE SUPPORT MATERIAL SECTION BELOW FOR COMPANION RESOURCES!

I Is for Inquiry takes a unique approach to helping teachers in the elementary grades create lessons and sustain inquiry in their classrooms. This colorful, illustrated alphabet book explores 26 (including X and Z) key ideas and skills in inquiry-based teaching and learning, such as collaboration, dialogue, evidence, hypothesis, and scaffolding. Each short chapter:

This book will serve as a familiar and fun resource for busy teachers at any point in their careers. Using the inquiry vocabulary and repertoire of concepts, teachers can build curriculum and share ideas with colleagues, making inquiry in the classroom as approachable as ABC!

Why should inquiry - the engine for independent, curiosity- and interest-driven, life-long learning - be a curricular imperative, and its presence a criterion for excellent education? Is it possible to teach inquiry skills systematically and to engage learners in being inquirers across elementary, secondary, and post-secondary schooling?

To answer these urgent questions, this book

Inquiry in Education, Volume I: The Conceptual Foundations for Research as a Curricular Imperative is the first book to gather all these sources together, to build a cross-disciplinary case for inquiry as the central core of sound curriculum design, and to offer an organized interpretation of this large body of knowledge from a variety of perspectives and for different educational purposes. A companion volume, Shore, Aulls, & Delcourt, Eds., Inquiry in Education, Volume II: Overcoming Barriers to Successful Implementation, focuses on a corollary question: If inquiry is such a good thing, why is it not universal practice? What barriers stand in the way, and how can teachers overcome them?

Inquiry in Education, Volume I is intended for scholars, faculty, and students of education, and for practitioners at all levels of schooling who support inquiry-oriented reforms in education and who want to learn more about how to use inquiry in their own practice.

Why should inquiry - the engine for independent, curiosity- and interest-driven, life-long learning - be a curricular imperative, and its presence a criterion for excellent education? Is it possible to teach inquiry skills systematically and to engage learners in being inquirers across elementary, secondary, and post-secondary schooling?

To answer these urgent questions, this book

Inquiry in Education, Volume I: The Conceptual Foundations for Research as a Curricular Imperative is the first book to gather all these sources together, to build a cross-disciplinary case for inquiry as the central core of sound curriculum design, and to offer an organized interpretation of this large body of knowledge from a variety of perspectives and for different educational purposes. A companion volume, Shore, Aulls, & Delcourt, Eds., Inquiry in Education, Volume II: Overcoming Barriers to Successful Implementation, focuses on a corollary question: If inquiry is such a good thing, why is it not universal practice? What barriers stand in the way, and how can teachers overcome them?

Inquiry in Education, Volume I is intended for scholars, faculty, and students of education, and for practitioners at all levels of schooling who support inquiry-oriented reforms in education and who want to learn more about how to use inquiry in their own practice.

A companion to Inquiry in Education, Volume I: The Conceptual Foundations for Research as a Curricular Imperative. Volume I presents the arguments for the necessary inclusion of inquiry-driven learning and instructional experiences in any modern school curriculum. Volume II illustrates how educators in a range of settings have dealt with obstacles to successful implementation of inquiry-based approaches. Each chapter focuses on a particular barrier or barriers, and has a primary focus on learners, teachers, or the curriculum. The stories reflect highly varied learning contexts ranging from infancy to university, from the classroom to a range of out-out-school contexts.

A companion to Inquiry in Education, Volume I: The Conceptual Foundations for Research as a Curricular Imperative. Volume I presents the arguments for the necessary inclusion of inquiry-driven learning and instructional experiences in any modern school curriculum. Volume II illustrates how educators in a range of settings have dealt with obstacles to successful implementation of inquiry-based approaches. Each chapter focuses on a particular barrier or barriers, and has a primary focus on learners, teachers, or the curriculum. The stories reflect highly varied learning contexts ranging from infancy to university, from the classroom to a range of out-out-school contexts.