Notice bibliographique
Résumé
AN INTERVIEW WITH DR. DOROTHY SISK CONDUCTED This interview is the third in a new series initiated by the members of the Bulletin 's 2008-2010 Editorial Board. The goal of the series is to feature interviews conducted with Delta Kappa Gamma members or other educational leaders on a topic related to the theme of the issue. Gifted Education The National Association for Gifted Children (2009) defines children as who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities, while the Elementary and Secondary Education Act defines children as children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities (U. S Department of Education, 2002). Although no federal agency or organization collects statistics on the number of students in the United States, the National Association for Gifted Students (NAGC) estimates that there are more than 3 million school aged academically children which translates to approximately 6% of the population. No single program has been implemented to serve the special needs of these children, and each state and in some cases each school district designs and implements a program for its own students. Services may be provided in a number of ways, including, but not limited to: * Part time class with like ability students, regular schedule the remainder of the time. * Accommodations in the regular classroom * Full time class with students of like ability * Acceleration of content * Grade advancement Dr. Sisk's Background in Gifted Education Dorothy Sisk is currently the Program Director for the Texas Governor's Program for Gifted Children. She holds the Lamar University's Conn Chair for Gifted Education in the College of Education and Human Development, a position she has held since 1989. In 2009, she was honored as the Distinguished Faculty Lecturer. She served in Washington, D.C. as Director of the Office of Gifted and Talented Education and was previously a professor of Special Education and Gifted Education at the University of South Florida. She has authored a number of books about children and has lectured all over the world on their behalf. In August, 2009, she lectured at the World Council for the Gifted and Talented in Vancouver, Canada on the unique perceptions of kids and the discrepancies between their mental age and their chronological age, which could lead to feelings of inadequacy. A Career Devoted to Children Who Are Gifted Dr. Sisk, what led to your involvement in Gifted Education? I became interested in education in my very first year of teaching third grade in Garden Grove, California, in which I taught a cluster group of students, above average students and average students. Across the hall, my colleague had a class of above average students, average students, and students below average. She was an accomplished musician and would give impromptu concerts for all of us before or after school, and there was a constant flow of students back-and-forth from our classrooms, as we shared our talents. My students were studying famous authors and were eager to share their findings with our companion class. This experience taught me that gifted are enabling strategies for all kids. The pace and product may be very different, but the active, responsive classroom works for all abilities. I was very fortunate to be selected as part of a team of ten teachers who participated in a special project in the district that replicated the Cleveland Major Work Class. …
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».