Concurrent Sessions/Poster Sessions November 16, 2012 | 4:10 PM – 5:10 PM 30.3 Authentic Educational Practice: Knowing the Good and Doing It
teacher of the gifted through the lens of the teacher effectiveness literature and the lens of TPD with a focus on dynamisms and developmental potential.
What does it mean to act in the best interest of gifted students? Although the teacher effectiveness literature has contributed to instructional quality in gifted education, Dabrowski’s Theory of Positive Disintegration provides a more holistic framework to explore the authentic development of gifted teachers of gifted students. This session presents a portrait of an inspirational
Audience: Administrators, Advocates/Association Leaders, Classroom Teachers K-12, Consultants, Coordinators, Counselors, Parents, Researchers
Janneke M. Frank, University of Calgary, Calgary, AB, Canada
Room: Exhibit Hall A
COMBINED SESSION
Professional Development
Friday
4:10 PM – 4:40 PM
Online Teacher Training: Research to Real World
Angela Lycan, Summer Institute for the Gifted, Stamford, CT; Katie Lewis, Texas A&M International University, Laredo, TX So, you’d like to start an online training program for teachers, but you’re not sure where to start. What steps do you take? What platform will you use? What format best serves the online community? This session shares research in teacher training as the basis for the creation of an online gifted training program. Experiences in online teacher training, from the collegiate model to the private, non-profit sector are also shared. Bring your ideas and your questions and leave with suggestions and a plan for implementation! Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Researchers
4:40 PM – 5:10 PM
Elevating Expectations for Teacher Candidate Experiences: Facilitating a Paradigm Shift
Sally M. Dobyns, Roxanne B. Speer, Christine J. Briggs, University of Louisiana at Lafayette; Anne Johnson, Episcopal School of Acadiana, Lafayette, LA Teachers teach as they were taught, not as they were taught to teach. How might we raise the level of pre-service experiential learning by utilizing not only the interests of K-5 students, but also of teacher candidates, when designing their field experiences? In a university/elementary school partnership, pre-service teacher candidates satisfy a requirement of an early childhood curriculum course by co-facilitating an enrichment cluster of their choice. Presenters share their plan and the results of pre- and post- surveys completed by candidates whose self-selected experiences immersed them in the pedagogy of gifted education for all learners. Audience: Advocates/Association Leaders, Classroom Teachers K-5, Consultants, Researchers Room: 610/612
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National Association for Gifted Children | Reaching Beyond the Summit