Undergraduate Differentiated Units of Instruction, Research and Recognition

Transcription

1 Undergraduate Differentiated Units of Instruction, Research and Recognition By: Theresa Monaco, Ph.D., Melissa Pierson, Ph.D., Amber Meuth, Ed.D, and Lloyd Bernander Professional background Theresa Monaco is Professor of Curriculum and Instruction and Director of the Center for Gifted and Talented Education at the University of Houston. Her homepage URL is She has authored: Monaco, T. (Ed.) 2 nd Edition (2002) Biographical Directory of Leaders in Gifted Education. ISBN# X Monaco, T. (Ed.) (1999) Gifted Program Evaluation: Ensuring Equity and Excellence. ISBN# Monaco, T. (2006) Journal of Online Education (JOE).com Dr. Melissa Pierson speaks with a student about her differentiated unit. She is delighted with her hard work and that of her colleagues.

2 Dr. Amber Meuth holds the Evaluation Form used to critique the differentiated units created by our teachers Dr. Theresa Monaco discusses the research on the differentiated unit of one of her students.

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10 Our teacher-scholars put on quite a show for us, displaying their knowledge and research to their contemporaries. As the research symposium ended, it left us all saying the same thing: I can't wait to see what's in store for 2011! Photos by Lloyd Bernander, QUEST 1 middle school science student, and freelance photographer

11 References Using Literature in Mathematics: Gifted Students' Comments, by Carolyn L. Pinchback, Gifted Child Today (Waco, Tex.: 2000) 24 no Wint 2001 Mapping Out New Directions? Or Using the Same Roadmap?, by Tracy L. Riley, Gifted Child Today (Waco, Tex.: 2000) 24 no1 24-9, 60-1 Wint 2001 STAFF DEVELOPMENT: OLD DOGS CAN LEARN NEW TRICKS, by Felicia A. Dixon; Richard Willis; John Benedict; Eugene Gossman, The Teacher Educator 36 no Wint 2001 LESSONS LEARNED FROM GIFTED CHILDREN ABOUT DIFFERENTIATION, by F. Richard Olenchak, The Teacher Educator 36 no Wint 2001 A LEGACY OF PROMISE: REFLECTIONS, SUGGESTIONS, AND DIRECTIONS FROM CONTEMPORARY LEADERS IN THE FIELD OF GIFTED EDUCATION, by Mary G. Rizza; Marcia Gentry, The Teacher Educator 36 no Wint 2001 Integrating an affective component in the curriculum for gifted and talented students, by Karen Johnson, Gifted Child Today (Waco, Tex.: 2000) 24 no Fall 2001 Gifted Children in the Current Policy and Fiscal Context of Public Education: A National Snapshot and State-Level Equity Analysis of Texas, Bruce D. Baker, Educational Evaluation & Policy Analysis 23 no Fall 2001 Beliefs and Attitudes of Novice Teachers Regarding Instruction of Academically Talented Learners, Karen Megay-Nespoli, Roeper Review 23 no Ap 2001 An Analysis of Multiple Intelligences Theory and Its Use with the Gifted and Talented, by Daniel Fasko, Jr., Roeper Review 23 no Ap 2001 Perfectionism Differences in Gifted Middle School Students, by Del Siegle; Patricia A. Schuler, Roeper Review 23 no S 2000 An Effective Mathematics and Science Curriculum Option for Secondary Gifted Education, by Tandra L. Tyler-Wood; Mark Mortenson; Dawn Putney; Michael A. Cass, Roeper Review 22 no Je 2000 Academic Self-Concept of Talented Students: Factor Structure and Applicability of the Internal/External Frame of Reference Model, by Frances Lee Lai Mui, Alexander Seeshing Yeung, Renae Low, & Putai Jin, Journal for the Education of the Gifted 23 no Spr 2000 Talent Identification and Development in Taiwan, by Wu-Tien Wu, Roeper Review 22 no Ja 2000 Stitch a Story, Stitch a Dream, by Sharon Black and Lynnette Erickson, Gifted Child Today (Waco, Tex.: 2000) 24 no Wint 2001 Gifted Students and Philosophy: On Social Justice in a Violent World, by David A. White, Gifted Child Today (Waco, Tex.: 2000) 24 no Fall 2001 Curriculum Differentiation: Sophistication, by Mary Ruth Coleman, Gifted Child Today (Waco, Tex.:

12 2000) 24 no Spr 2001 Shifting into High Gear, by Evelyn Schneider, Educational Leadership 58 no S 2000 A Framework for Infusing Multicultural Curriculum into Gifted Education, BY Donna Y. Ford; J. John Harris III, Roeper Review 23 no S 2000 Affective Component in the Education of the Gifted, by Karen S. Johnson, Gifted Child Today (Waco, Tex.: 2000) 23 no Jl/Ag 2000 Project P-BLISS: An Experiment in Curriculum For Gifted Disadvantaged High School Students, by Shelagh A. Gallagher, NASSP Bulletin 84 no Ap 2000 Ysseldyke, J., et. al., Use of an Instructional Management System to Enhance Math Instruction of Gifted and Talented Students [ Accelerated Math]. Journal for the Education of the Gifted v. 27 no. 4 (Summer 2004) p Kettler, T., et. al., Mathematical Acceleration in a Mixed-Ability Classroom: Applying a Tiered Objectives Model. Gifted Child Today (Waco, Tex.: 2000) v. 26 no. 1 (Winter 2003) p. 52-5, 65 Rotigel, J. V. Understanding the Young Gifted Child: Guidelines for Parents, Families, and Educators. Early Childhood Education Journal v. 30 no. 4 (Summer 2003) p Gould, J. C., et. al., Science Starts Early. Gifted Child Today (Waco, Tex.: 2000) v. 26 no. 3 (Summer 2003) p , 65 Gould, J. C., et. al., An early childhood accelerated program. Educational Leadership v. 59 no. 3 (November 2001) p Educational Resources Information Center (ERIC). GT-Models. (2003).