Re-Forming Gifted Education: Matching the Program to the Child
By K. Rogers. 2002
134 citations recorded by the source corpus.
Subfields: Education, Experimental and Cognitive Psychology, Safety Research
View Paper: https://www.semanticscholar.org/paper/af91b8bc24453ccd5001823a29b4694b2559a287
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Asha K. Jitendra
- C. Griffin
- C. Tomlinson
- F. Gagné
- J. VanTassel-Baska
- Tamra Stambaugh
- Edward Sczesniak
- Andria Deatline-Buchman
In Experimental and Cognitive Psychology
- F. Gagné
- C. Tomlinson
- J. VanTassel-Baska
- Tamra Stambaugh
- Asha K. Jitendra
- C. Griffin
- T. Cain
- Robert J. Sternberg
In Safety Research
Citations in the corpus
- Lessons Learned About Educating the Gifted and Talented (2007, methodology): “…who are grouped by performance level and provided with a documented, “appropriate” (fast-paced, compacted, beyond grade level) curriculum in mathematics and reading, for example, the ESs average approximately four fifths of an additional year’s academic achievement (Rogers, 2002; Slavin, 1987).”
- Quality Curriculum and Instruction for Highly Able Students (2005, background): “The consequence of this first reality is that it will take multiple approaches for curriculum and instruction to help these young people reach the full range of their high potential and high performance (Rogers, 2002; Tomlinson et al., 2002).”
- Ten Commandments for Academic Talent Development (2007, background): “…modalities: enrichment in density (DS), a synonym for Renzulli’s curriculum compacting (Renzulli, 1979) or Rogers’s curriculum condensation (Rogers, 2001); enrichment in difficulty (DF), which introduces more complex questions inspired by the regular curriculum but distinct from the…”
- Challenges and Possibilities for Serving Gifted Learners in the Regular Classroom (2005, background): “It is important to have students working together, as well as independently, to support advanced learning and social-emotional issues (Rogers, 2002).”
- Mathematical Word Problem Solving in Third-Grade Classrooms (2007, background): “Considerable evidence shows that pacing curriculum and instruction to match the needs of the student is one way to ensure that the needs of highly able students are addressed (Rogers, 2002).”