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" Every child's right : "
Lauren A. Sosniak and Nina Hersch Gabelko
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BL
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| Record Number
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701612
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| Doc. No
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b523801
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| Main Entry
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Sosniak, Lauren A
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| Title & Author
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Every child's right : : academic talent development by choice, not chance /\ Lauren A. Sosniak and Nina Hersch Gabelko
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| Publication Statement
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New York, NY :: Teachers College Press,, c2008
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| Page. NO
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xii, 163 p. ;; 23 cm
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| ISBN
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0807748706 (pbk : alk. paper)
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: 0807748714 (cloth : alk. paper)
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: 9780807748701 (pbk : alk. paper)
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: 9780807748718 (cloth : alk. paper)
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| Bibliographies/Indexes
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Includes bibliographical references (p. 149-156) and index
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| Contents
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Preface -- Acknowledgments -- 1: Grow talent, don't mine it -- What's talent? who's talented?-- Is she gifted? is he talented? who studies it? who cares? -- It's less about differences in kind, more about speed or amount -- What comes of searches to measure it? -- Looking for talent in the wrong places or at the wrong times -- More dynamic ways of thinking about talent and its development -- Shift from innate characteristic to alterable variable -- Here's where our conversation starts: the academic talent development program -- Do-it-yourself gifted program -- Nearly twenty years as ATDP: so what have we learned? -- 2: Welcome to the academic conversation! -- One more advantage for some; for others, it's much more significant -- Welcome to the academic club! -- Traditions from the first meeting set the tone -- What brings you here today? a volkswagen phaeton -- Academic conversation and the work begin immediately -- There's always more happening that meets an uninformed eye -- Your ideas not only count, they inform others -- Who joins the club? who lives in the ATDP community? -- Brief history: from mining talent to growing it -- Becoming ATDP -- Development isn't only for students; it's for programs, too -- ATDP is not small, but it's very personal -- Good news is that even good things change and evolve -- Especially sticky virtually speaking -- 3: When learning is child's play -- While figuring things out, changes begin -- Finding a home and consolidating lessons learned -- Inviting young students into the academic community -- Play: the best way to accrue intellectual capital -- Evoking curiosity, inspiring persistence -- Elementary and secondary divisions: two approaches toward one goal -- Exploration and purposeful learning aren't just for kids: inviting novice teachers into the conversation -- 4: Every child's right: academic talent development in all communities and classrooms -- Staring with things as they are -- Just a little deconstruction -- Putting things together: it's all about context -- 5: Changing college-going from chance to choice -- It still helps (a lot) if your parents are college grads -- We knew we had to go to college; we just didn't know what college was -- While things are good for some as is, they don't improve on their own -- Sense of belonging and an actual place to belong rituals, traditions, and symbols to convey the spirit and purpose of ATDP -- Learning the steps that change chance to choice -- Rituals and traditions for teachers who play expanded roles -- It's more than an image of college; it's a way of conducting business -- ATDP is like college, except when it's not -- It's not just a sense of place; it's a sense of my place -- 6: Gift of community and the community of gifts -- Those who choose to return to the community, and those who choose to remain in it -- Would you like to return? would you recommend the class to a friend? -- If responses are so similar, can student's backgrounds really be that different? -- Community of gifts, gladly shared -- Membership has benefits not available to visitors -- Students voted with their feet; what did they and their district say? -- Gift of community, community of gifts: belonging, creating, conferring on others -- Even with the best intentions, schools can't do it all -- Please consider the 91 percent solution: rich learning, inside and outside of classrooms -- References -- Index -- About the authors
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| Abstract
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From the Publisher: No child should have to be identified as "gifted" in order to benefit from a rich, challenging learning experience. This book tells the story of the Academic Talent Development Program (ATDP) at UC Berkeley, an example of a long-standing, self-supporting summer program that shifted from "mining" to "growing" talent. The authors provide an insider's view of the teachers, students, curriculum, and school culture as a model for creating academic enrichments programs in and out of school. Advocating for a more inclusive view of talent and its development, this lively book: Examines a well-respected talent development program that serves children and youth beyond the more typical group identified as "gifted." Describes practices that have been successful with elementary students as well as high school students preparing to enter college. Offers compelling portraits of real children delighting in intellectually demanding and engaging learning. Identifies what is required of society and schools to offer an ATDP-type of education to all children in all classrooms
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| Subject
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Academic achievement
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Gifted children-- Education
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Gifted children-- Identification
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| LC Classification
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LC3993.S59 2008
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| Added Entry
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Gabelko, Nina Hersch,1942-
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