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My Many Years of Working with the Gifted [microform] : An Academic Approach. The Fourth Lecture in the Series / Julian C. Stanley
Bib ID 5560937
Format BookBook, MicroformMicroform, OnlineOnline
Author
Stanley, Julian C
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1990 
26 p. 
Summary

This lecture examines the failure of the United States to produce literate, mathematically competent high school graduates and criticizes "cyclic faddism" as a ploy of desperate educators who keep going back to methods that have been tried and found wanting. Bright spots in education are cited, including the achievement of Jaime Escalante's Hispanic high school students and the performance of the United States in the International Mathematical Olympiad. Suggestions for overhauling school organization include the development of longitudinal teaching teams and development of special accelerated educational opportunities for intellectually talented youth. Public attitudes toward intellectual precocity and brightness are explored. The educational system's tendency to ignore prior academic information about highly able students when making placement decisions is criticized. A model developed by the Study of Mathematically Precocious Youth, known as diagnostic testing followed by prescribed instruction, is described. Virginia's participation in the talent searches of the Center for the Advancement of Academically Talented Youth is noted. An introduction to the lecture, by John M. Nagle, outlines the purpose of the lecture series and offers a brief biography of the lecturer, Julian C. Stanley. (Contains 11 references.) (JDD)

Notes

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Ability Identification.  |  Attitudes.  |  Diagnostic Teaching.  |  Educational Change.  |  Educational Practices.  |  Elementary Secondary Education.  |  Gifted.  |  Mathematics Achievement.  |  Mathematics Education.  |  School Restructuring.  |  Student Placement.  |  Study of Mathematically Precocious Youth Virginia
Form/genre Opinion Papers.
Other authors/contributors College of William and Mary, Williamsburg, VA. School of Education
Available From ERIC 
000 02858cam a22003852u 4500
001 5560937
005 20181017113303.0
007 he u||024||||
008 080220s1990    xxu ||| b     ||| | eng d
035 |9(ericd)ED360790
037 |aED360790|bERIC
040 |aericd|beng|cericd|dMvI
100 1 |aStanley, Julian C.
245 1 0 |aMy Many Years of Working with the Gifted|h[microform] :|bAn Academic Approach. The Fourth Lecture in the Series /|cJulian C. Stanley.
260 |a[Washington, D.C.] :|bDistributed by ERIC Clearinghouse,|c1990.
300 |a26 p.
520 |aThis lecture examines the failure of the United States to produce literate, mathematically competent high school graduates and criticizes "cyclic faddism" as a ploy of desperate educators who keep going back to methods that have been tried and found wanting. Bright spots in education are cited, including the achievement of Jaime Escalante's Hispanic high school students and the performance of the United States in the International Mathematical Olympiad. Suggestions for overhauling school organization include the development of longitudinal teaching teams and development of special accelerated educational opportunities for intellectually talented youth. Public attitudes toward intellectual precocity and brightness are explored. The educational system's tendency to ignore prior academic information about highly able students when making placement decisions is criticized. A model developed by the Study of Mathematically Precocious Youth, known as diagnostic testing followed by prescribed instruction, is described. Virginia's participation in the talent searches of the Center for the Advancement of Academically Talented Youth is noted. An introduction to the lecture, by John M. Nagle, outlines the purpose of the lecture series and offers a brief biography of the lecturer, Julian C. Stanley. (Contains 11 references.) (JDD)
530 |aMay also be available online. Address as at 14/8/18: |uhttps://eric.ed.gov/
533 |aMicrofiche.|b[Washington D.C.]:|cERIC Clearinghouse|emicrofiches : positive.
650 1 7 |aAbility Identification.|2ericd
650 0 7 |aAttitudes.|2ericd
650 0 7 |aDiagnostic Teaching.|2ericd
650 0 7 |aEducational Change.|2ericd
650 1 7 |aEducational Practices.|2ericd
650 0 7 |aElementary Secondary Education.|2ericd
650 1 7 |aGifted.|2ericd
650 1 7 |aMathematics Achievement.|2ericd
650 0 7 |aMathematics Education.|2ericd
650 0 7 |aSchool Restructuring.|2ericd
650 0 7 |aStudent Placement.|2ericd
653 0 |aStudy of Mathematically Precocious Youth|aVirginia
655 7 |aOpinion Papers.|2ericd
710 2 |aCollege of William and Mary, Williamsburg, VA. School of Education.
856 4 1 |uhttps://eric.ed.gov/?id=ED360790
984 |aANL|cmc 2253 ED360790|d77000000368177
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