Curriculum Adjustments for Gifted Children. Bulletin, 1946, No. 1

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Autor/in	Martens, Elise H.
Institution	Federal Security Agency, US Office of Education (ED)
Titel	Curriculum Adjustments for Gifted Children. Bulletin, 1946, No. 1
Quelle	(1946), (87 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academically Gifted; Curriculum Development; Talent Identification; Rural Schools; Urban Schools; Grouping (Instructional Purposes); Special Classes; Secondary Education; Vocational Education; Clubs; Music Education; Art Education; Democracy; Citizenship Education; History Instruction; Democratic Values; Religion; Multicultural Education; Foreign Countries; Science Instruction; Pharmacy; Astronomy; Biology; One Teacher Schools; Elementary Schools; Grade 4; Junior High Schools; Literature; Speech Communication; Creative Writing; Service Learning; Asia; China; Norway + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Begabtenanalyse; Talentsuche; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt; Grouping; Gruppenbildung; Special class; Sonderklasse; Sekundarbereich; Ausbildung; Berufsbildung; Club; Klub; Musikerziehung; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Demokratie; Citizenship; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; History lessons; Geschichtsunterricht; Multikulturelle Erziehung; Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Apotheke; Astronomie; Biologie; Einlehrerschule; Elementary school; Grundschule; Volksschule; School year 04; 4. Schuljahr; Schuljahr 04; Sekundarstufe I; Literatur; Kreatives Schreiben; Service-Learning; Asien; Norwegen
Abstract	During recent years there has been an increasing consciousness on the part of school administrators, educational philosophers, and others active in educational service that something must be done to conserve the wealth of human resources found among the pupils of our schools. With the present serious problems of postwar reconstruction to solve, the need is even more compelling than ever. At the door of a democratic society lies the responsibility for the nurture or for the neglect of the latent abilities that can be made to mean so much for economic welfare and personal happiness. Children possessing outstanding abilities should be given in their own elementary and secondary years every opportunity for maximum development of the powers through which later they may stand ready to make contributions of distinction to the democracy in which they live. The material presented in this publication is the outgrowth of a conference which met in Washington at the call of the U.S. Commissioner of Education to consider the problems of gifted children. Teachers, supervisors, administrators, clinicians, and guidance specialists were present. They came from the general elementary field, the secondary field, the university; from regular classes for unselected groups and from special classes for gifted children. They deliberated on matters relating to criteria of "giftedness" and "talent," means of identifying them, and methods of dealing with them. They brought to the conference reports of what they were doing in their local communities and what they hoped to do. They did not agree on all points discussed, for there were purposely invited to the conference persons representing different points of view. But differences were fully acknowledged and the common elements in their thinking eagerly sought. Following a foreword, the bulletin is divided into two parts. Part I, Principles and Practices, presents: (1) Basic Objectives; (2) Some Viewpoints on Identification and Treatment; (3) Some Types of Organization for Curriculum Adjustment; and (4) Provision for Special Abilities and Interests. Part II, Some Units of Experience, concludes the bulletin with: (1) Experiences in Understanding Citizenship; (2) Experiences in Intercultural Education; (3) Experiences in Science; (4) Enrichment through Literature, Speech, and Creative English; and (5) Service Projects. (Contains 1 footnote.) [Best copy available has been provided.] (ERIC).
Anmerkungen	US Office of Education, Federal Security Agency.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10