BYU Radio (Devin Kearns interviewed at 1:07:56)
Effective talent-development programs train teachers to work as talent scouts, spotting children who may not have the motivation or support they need to excel academically in traditional classrooms, said Del Siegle, the director of the National Center for Research on Gifted Education at the University of Connecticut.
Rebecca Campbell-Montalvo, postdoctoral research associate in the Department of Curriculum and Instruction, is co-principal investigator on a new $500,000 federal research grant funded by the National Science Foundation.
A coaching culture is wasted unless leaders design and implement positive conditions for coaching. We focus on ways school leaders can establish the four conditions that help coaches transform leading, teaching, and schooling.
Eyewitness News has been getting an in-depth look at what’s happening in Connecticut classrooms.
A survey was sent to 50,000 local teachers about a variety of topics.
One of those topics is, ‘have teachers been threatened by students?’ and, ‘do they want to carry guns?’
“I think it should alarm us in the sense that American children – and more specifically Connecticut children – are not nearly as physically fit,” VanHeest said. “Just like reading and math scores, this matters.
Green said the most obvious issue for AUB was Title VI of the Civil Rights Act of 1964, which states that any entity that takes federal funds, including universities, may not discriminate on the basis of race, color or national origin.
Today’s emphasis on big data, test scores, and comparisons among groups fails to drill down on what we need to know to make the best decisions for an individual child.
In recommending the “schoolwide-enrichment model,” SDAG was promoting an alternative method for teaching gifted students. The theory was developed by Joseph S. Renzulli and Sally Reis of the National Research Center on the Gifted and Talented at the University of Connecticut. The theory has a “broadened conception of giftedness,” and “the centerpiece of the model is the development of differentiated learning experiences that take into consideration each student’s abilities, interests, learning styles, and preferred styles of expression,” Renzulli and Reis write. This enables the development of “talents in all children.”
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