Memories and Musings: My Experiences with Marcia Gentry and More

Autor/in	Baum, Susan
Titel	Memories and Musings: My Experiences with Marcia Gentry and More
Quelle	In: Roeper Review, 45 (2023) 4, S.224-229 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-3193
DOI	10.1080/02783193.2023.2246120
Schlagwörter	Biographies; Inclusion; Identification; Gifted Education; Talent Development; Public Schools; Gifted Disabled; Authentic Learning; Curriculum Development; Problem Based Learning; Enrichment; Teaching Methods; Intervention; Equal Education; Administrators; Michigan + Suchen Sie Ihr Suchwort? Biography; Biografie; Biographie; Inklusion; Identifikation; Identifizierung; Begabtenförderung; Talentförderung; Public school; Öffentliche Schule; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Problem-based learning; Problemorientiertes Lernen; Bereicherung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Marcia Gentry personified a life well-lived. In this tribute to her work and legacy, her early ideas are highlighted. The author describes her professional experiences with Marcia during the years when Marcia was a doctoral student at the University of Connecticut. Recalling her initial motivation for a more inclusive form of identification of gifted students, the author shares Marcia's experiment with cluster grouping while still working in a public school in Michigan and describes how that experience grew into one of Marcia's major lines of inquiry in her quest for more inclusive and authentic strategies for identifying gifted and talented youngsters. The author relates how this line of inquiry mirrored her own work in identifying twice-exceptional students using more authentic identification methods. Also explored is Marcia's early experience with authentic learning as she developed curriculum for Project High Hopes, and how this problem-based curriculum was a precursor for Marcia's extensive work with Enrichment Clusters as a means to extend gifted pedagogy to all students. The author then details her own research in using authentic learning as a research-based intervention for twice-exceptional students. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01