Page 117 - ModernCurriculumforGiftedandAdvanced
P. 117
á°ûbÉæªdG á∏Ä°SGC
?…OÉ©dG êÉ¡æªdG øe ø«HƒgƒªdG êÉ¡æe õ«u ªjo …òdG Ée .1
á°UÉîHh ,êÉ¡æªdG º«ª°üJ iƒàëªdG ô«jÉ©e Qƒ¡X É¡«a ô«s Z »àdG ≥FGô£dG Ée .2
?ø«HƒgƒªdG º«∏©J »a êÉ¡æªdG º«ª°üJ
IOƒédG á«dÉY äÉ`°SÉ«b OÉ`éjEG ø«HƒgƒªdG º`«∏©J êÉ¡æe hót `©e ™«£à`°ùj ∞`«c .3
?ô«jÉ©ªdG ó«≤©J IOÉjR ™e áÑ°SÉæàªdG IõjɪàªdG äÉLôîªdG ≥«Kƒàd
ø«ª∏©ªdGh »°SGQódG êÉ¡æªdG …óu ©e IóYÉ°ùªd √ô«aƒJ ø쪪dG ºYódG IQƒ°U Ée .4
?ø«HƒgƒªdGº«∏©JäÉ≤«Ñ£J»aCCSSô«jÉ©eèeO»aìÉéædG≈∏Yø«jQGO’E Gh
™LGôªdG
Adams, C., Cotabish, A., & Ricci, M. K. (2014). Using the next generation sci-
ence standards with gifted and advanced learners. Waco, TX: Prufrock Press.
Cotabish, A., & Robinson, A. (2012). The effects of peer coaching on the eval-
uation knowledge, skills of gifted program administrators. Gifted Child
Quarterly, 56, 160–170. doi:10.1177/0016986212446861
Council of Chief State School Officers. (2011). InTASC model core teach-
ing standards: A resource for state dialogue. Retrieved from http://
www.ccsso.org/resources/programs/interstate_teacher_assessment_
consortium_%28intasc%29.html
Feng, A. X., VanTassel-Baska, J., Quek, C., Bai, W., & O’Neill, B. (2005). A
longitudinal assessment of gifted students’ learning using the Integrated
Curriculum Model (ICM): Impacts and perceptions of the William &
Mary Language Arts and Science Curriculum. Roeper Review, 27, 78–83.
Halsted, J. W. (2009). Some of my best friends are books: Guiding gifted readers
(3rd ed.). Tucson, AZ: Great Potential Press.
Hollingworth, L. S. (1926). Gifted children: Their nature and nurture. New
York, NY: The Macmillan Company.
Hughes, C., Kettler, T., Shaughnessy-Dedrick, E., & VanTassel-Baska, J.
(2014). A teacher’s guide to using the Common Core State Standards for gifted
and advanced learners in the English language arts. Waco, TX: Prufrock
Press.
Ú¨HÉædGh ÚHƒgƒŸG ÜÓ£∏d áãjó◊G ègÉæŸG 116