Education Commons^™

Peer Relationships, Jennifer Riedl Cross

School of Education Book Chapters

The Handbook of School Counseling for Students With Gifts and Talents: Critical Issues for Programs and Services provides the definitive overview of research on the general knowledge that has been amassed regarding the psychology of gifted students, introducing the reader to the varied conceptions of giftedness, issues specific to gifted children, and various intervention methods. Additionally, this handbook describes programs designed to fulfill the need these children have for challenge. With chapters authored by leading experts in the field, The Handbook of School Counseling for Students With Gifts and Talents offers a place for professionals to turn for answers to …

The Education Of Black Males In A 'Post-Racial' World, Anthony L. Brown, Jamel K. Donnor

School of Education Book Chapters

The Education of Black Males in a ‘Post-Racial’ World examines the varied structural and discursive contexts of race, masculinities and class that shape the educational and social lives of Black males. The contributing authors take direct aim at the current discourses that construct Black males as disengaged in schooling because of an autonomous Black male culture, and explore how media, social sciences, school curriculum, popular culture and sport can define and constrain the lives of Black males. The chapters also provide alternative methodologies, theories and analyses for making sense of and addressing the complex needs of Black males in schools …

Navigating The Drinking Culture To Become Productive Citizens, James P. Barber

School of Education Book Chapters

Contested Issues in Student Affairs augments traditional introductory handbooks that focus on functional areas (e.g., residence life, career services) and organizational issues. It fills a void by addressing the social, educational and moral concepts and concerns of student affairs work that transcend content areas and administrative units, such as the tensions between theory and practice, academic affairs and student affairs, risk taking and failure; and such as issues of race, ethnicity, sexual orientation, and spirituality. It places learning and social justice at the epicenter of student affairs practice.

The book addresses these issues by asking 24 critical and contentious questions …

2011 Annual Report July 1, 2010 Through June 30, 2011, Virginia Institute Of Marine Science

VIMS Annual Reports

No abstract provided.

Testing A Tpack-Based Technology Integration Observation Rubric, Mark J. Hofer, Neal Grandgenett, Judi Harris, Kathy Swan

Book Chapters

Teachers' knowledge for technology integration - conceptualized as technological pedagogical content knowledge, or TPACK (Mishra & Koehler 2006) - is difficult to discern, much less assess. Given the complexity, situatedness and interdependence of the types of knowledge represented by the TPACK construct, well-triangulated ways to assess demonstrated technology integration are needed. In 2009, three of the authors created and tested a rubric that was found to be a valid and reliable instrument to assess the TPACK evident in teacher's written lesson plans (Harris, Grandgenett & Hofer 2010). We have now also developed a TPACK-based observation rubric that testing has shown …

Motivated Dogmatism And The High Ability Student, Jennifer Riedl Cross

School of Education Book Chapters

This title looks at the dogmatism that limits the perspectives of professionals, policymakers, and other stakeholders in gifted education. In a field where concepts and definitions surrounding high ability have been contested for many years, there is increasing interest in clarifying these notions today. This book offers such clarity, searching outside of the predominant conceptual frameworks that dominate thinking about giftedness and talent, and examining ways in which this conceptual fog stunts and warps the development of gifted minds and limits the effectiveness of curriculum development and instruction. The book directly addresses the connection between dogmatism and high ability, exploring …

Designs For Curriculum-Based Telementoring, Judi Harris

School of Education Book Chapters

Telementoring for K-12 students is done primarily outside of school, typically addressing topics that are extrinsic to school curricula. As beneficial as extracurricular telementoring can be, bringing mentors virtually into classrooms to interact with students and teachers over time holds great potential—and considerable challenge—for both. How can telementoring be integrated effectively into content-based curricula taught in face-to-face educational contexts like classrooms? What is key to the success of this type of curriculum-based telementoring? Answers to these questions appear below, illustrated by examples from an informal taxonomy of curriculum-based telementoring projects that were facilitated by the Electronic Emissary (http://Emissary.wm.edu/), the longest-running …