Book chapter
Professional Learning in Gifted Education: Challenges for the Sole Practitioner
Best Practices in Professional Learning and Teacher Preparation, pp.137-150
Prufrock Press
2018
DOI: 10.4324/9781003233251-9
Abstract
Teacher quality has been consistently identified as the most important school-based factor in student achievement. Although high-stakes assessments have prioritized schoolwide improvement that allows more students to demonstrate proficiency, many teachers of the gifted and/or coordinators of gifted and talented programs rarely benefit from school-based professional learning opportunities. Educational strategies such as acceleration and ability grouping that benefit gifted students are rarely aligned with ongoing school or district professional development programs, and administrators and peers may provide support for best practices in gifted education, sometimes overtly opposing the implementation. As well, they can build on their professional learning to undertake new QUESTs in the future, reflecting on what methods and policies better reflect best practices for high-ability learners and what could still be improved for their gifted and the talented programs or for advanced students in the schools and districts.
Details
- Title: Subtitle
- Professional Learning in Gifted Education: Challenges for the Sole Practitioner
- Creators
- Laurie J. Croft
- Resource Type
- Book chapter
- Publication Details
- Best Practices in Professional Learning and Teacher Preparation, pp.137-150
- DOI
- 10.4324/9781003233251-9
- Publisher
- Prufrock Press; Waco, Texas
- Language
- English
- Date published
- 2018
- Academic Unit
- Teaching and Learning; University College Courses
- Record Identifier
- 9984531959402771
Metrics
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