Bibliographic record
Abstract
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. …
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".