الأخ مدير، بحثت على السريع في إحدى المكتبات، حصلت على بعض العناويين عن academicly gifted او advanced learners.
1 Title: Crime and the inquiry process : a guide for gifted students.
Personal Author: Crawford G
Author Affiliation: Access Academix
Source: Classroom; v.26 n.2 p.22-23; 2022
Journal Title: Classroom
Volume: 26
Issue: 2
Pagination: 22-23
Document Type: Journal articles
Name of Publisher: Scholastic
Date of Publication: 2022
Publication Year: 2022
Subject (Major): Academically gifted; Advanced students; Crime; Inquiry; Investigations; Primary school students; Problem solving; Scientific methodology; Student development
Subject (Minor): Primary education
Identifier: Extension activities ; Forensic science
Abstract Indicator: Yes
Abstract: Crime and mystery are a stimulus for many students. For the gifted student the unsolved mystery can unearth those skills and talents that may lie in waiting, ready to strike. In any given classroom, students displaying signs of giftedness will stand out. These students may have exceptional skills and a self-generated passionate interest in one or a number of areas. Complementing this is the fact that they will research and study with great concentration while seeking out like-minded individuals. The teacher may however also find that the gifted student has some behavioural problems which may be linked to boredom and dissatisfaction with the education process. So what can the teacher do? The simple answer is to provide higher-level material for the student to work on, without creating an extensive additional workload for the teacher. One place to begin is with crime. Gifted students love to solve problems and they often have a great interest in crime, especially its forensic science aspects. Putting these together generates a challenging and interesting extension activity for gifted children. One exercise is to give the gifted student a written summary of a scenario, then ‘seed’ an area of the classroom with ‘evidence’. Typed ‘witness statements’ can also be provided that may or may not provide useful clues. This exercise is open-ended and may last several weeks. Another possibility is to use real historical cases, especially if they are still unsolved. Crime, mystery and factual cases are a great stimulus and challenge; teachers should consider using this approach wisely with gifted children. [Author abstract, ed]
ISSN: 0727-1255
Full Text Indicator: Yes
Full Text:
http://search.informit.com.au.ezprox…EIPT;dn=150529 URI Indicator: No
PI Indicator: No
Document Number: 150529
Full Text PDF (487kb) | Browse Title Database: A+ Education
2 Title: Beyond the comfort zone : developing effective strategies for supporting beginning English teachers to cater for diversity.
Personal Author: Moni K B
Author Affiliation: University of Queensland. School of Education
Source: In ‘Only connect : English teaching, schooling and community’ edited by B Doecke, M Howie and W Sawyer, pages 356-369. Kent Town S Aust : Wakefield Press; Australian Association for the Teaching of English
Document Type: Book chapters
Date of Publication: 2022
Publication Year: 2022
Subject (Major): Aboriginal students; Academically gifted; Beginning teachers; Cognitive development; Disadvantaged; Diversity (Student); English curriculum; English teachers; English teaching; Intellectual disability; Learning activities; Learning disabilities; Non English speaking background; Physical disabilities; Preservice teacher education; Special needs students; Student needs; Student teacher relationship; Teacher education programs; Teaching practice
Subject (Minor): Case studies; Higher education; Secondary education
Geographic Location: Queensland
Identifier: University of Queensland. School of Education
Abstract Indicator: Yes
Abstract: This book is about the importance of connections with the diverse communities in which teachers operate. This chapter focuses on the classroom as a community and how to prepare pre-service teachers to meet the needs of those diverse individual and groups of students in regular classrooms who require support beyond that provided by the regular program. If teachers unpack the notion of ‘need’, the students who most obviously come to mind are those students with serious learning problems or disabilities, often labelled as students with ‘special needs’. However, in this chapter, the author shifts the discourse from labels of students that may be stigmatising and detrimental, to focus instead on the kinds of practices teachers need to adopt to assist all students. Drawing on Ashman, these encompass three core sets of practices. The first of these is that of adapting teaching approaches, curriculum and strategies, to assist for example, students with disabilities, learning difficulties, and behavioural disorders; students from Indigenous families and those with exceptional gifts and talents. The second core set of practices relates to the provision and use of a range of additional resources that are relevant to the cognitive development and interests of students. These additional resources and collaborations can advantage students with physical and intellectual impairments, those who require ongoing medical support or suffer from mental illness, and students who have been subject to abuse, or who are homeless, or are from non-English- speaking backgrounds. The third core set of practices relies on teachers developing their knowledge and understanding about the students in their classrooms in order to develop appropriate classroom learning activities that are sensitive to the challenges faced by students living in poverty, in non-traditional families or with foster families, or in contexts that are different from those of the dominant culture. [Author abstract, ed]
Notes: Includes bibliographical references.
ISBN: 9781862546981 ; 1862546983
Full Text Indicator: No
URI Indicator: No
PI Indicator: No
Document Number: 153496
Database: A+ Education
3 Title: The why and how of provision of online extension programs for highly able / gifted students in rural schools in Tasmania.
Personal Author: Cooke A; Fletcher W
Author Affiliation: Tasmania. Dept of Education. Centre for Extended Learning Opportunities (CELO)
Added Corporate Author: Society for the Provision of Education in Rural Australia. Conference (22nd : 2022 : Hobart, Tasmania)
Source: In ‘Community, diversity and innovation in rural and remote education and training : conference proceedings’ edited by C Boylan, pages 1-4. Osborne Park WA : SPERA
Document Type: Conference papers
Date of Publication: 2022
Publication Year: 2022
Subject (Major): Academically gifted; Acceleration (Education); Advanced students; Enrichment activities; Extension education; Online education; Online learners; Rural schools; Rural students
Subject (Minor): Primary secondary education
Geographic Location: Tasmania
Identifier: Tasmania. Dept of Education. Centre for Extended Learning Opportunities (CELO) ; University of Tasmania
Abstract Indicator: Yes
Abstract: The Tasmanian Department of Education’s Centre for Extended Learning Opportunities (CELO) was set up in late 2022. CELO focuses on supporting appropriate educational provision for students who are highly able or gifted in Tasmania. These students are defined as those who show advanced development, or have the capacity for advanced development, in any valued area relative to their age peers, to a degree that modification to the educational program is necessary. This provision includes assessment and other guidance officer services; resources including journals; quality texts and kits to support student activity in a class situation; face-to-face extension programs including the Kidzed holiday program; planning and education program assistance for schools; links with the University of Tasmania and the supported delivery of online extension programs. In this paper, some of the enrichment activities that are used by CELO are discussed. [Author abstract, ed]
ISBN: 0977549305
Full Text Indicator: No
URI Indicator: No
PI Indicator: No
Document Number: 153412
Database: A+ Education
وَلَقَد ذَرَأنَا لِجَهَنمَ كَثِيرًا منَ الجِن وَالإِنسِ لَهُم قُلُوبٌ لا يَفقَهُونَ بِهَا وَلَهُم أَعيُنٌ لا يُبصِرُونَ بِهَا وَلَهُم آذَانٌ لا يَسمَعُونَ بِهَا أُولَـئِكَ كَالأنعام بَل هُم أَضَل أُولَـئِكَ هُمُ الغاَفِلُونَ) [ الأعراف : 179] .
