Matches in DBpedia 2016-04 for { <http://books.google.com/books?vid=ISBN978-1-136-94643-1> ?p ?o }
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- books?vid=ISBN978-1-136-94643-1 chapter "Chapter 12: Identifying Gifted Students: Nontraditional Uses of Traditional Measures".
- books?vid=ISBN978-1-136-94643-1 chapter "Chapter 32: Heterogeneity among the Gifted".
- books?vid=ISBN978-1-136-94643-1 chapter "Chapter 35: Twice-Exceptional Students".
- books?vid=ISBN978-1-136-94643-1 chapter "Chapter 6: Being Gifted".
- books?vid=ISBN978-1-136-94643-1 date "2012-08-21".
- books?vid=ISBN978-1-136-94643-1 editor1First "Carolyn M.".
- books?vid=ISBN978-1-136-94643-1 editor1Last "Callahan".
- books?vid=ISBN978-1-136-94643-1 editor2First "Holly L.".
- books?vid=ISBN978-1-136-94643-1 editor2Last "Hertberg-Davis".
- books?vid=ISBN978-1-136-94643-1 first "D. F.".
- books?vid=ISBN978-1-136-94643-1 first "Erin Morris".
- books?vid=ISBN978-1-136-94643-1 first "M. Layne".
- books?vid=ISBN978-1-136-94643-1 first1 "Carolyn M.".
- books?vid=ISBN978-1-136-94643-1 first2 "Holly L.".
- books?vid=ISBN978-1-136-94643-1 isCitedBy Cattell_Culture_Fair_III.
- books?vid=ISBN978-1-136-94643-1 isCitedBy Cognitive_Abilities_Test.
- books?vid=ISBN978-1-136-94643-1 isCitedBy Intellectual_giftedness.
- books?vid=ISBN978-1-136-94643-1 isbn "978-1-136-94643-1".
- books?vid=ISBN978-1-136-94643-1 last "Kalbfleisch".
- books?vid=ISBN978-1-136-94643-1 last "Lohman".
- books?vid=ISBN978-1-136-94643-1 last "Miller".
- books?vid=ISBN978-1-136-94643-1 last1 "Callahan".
- books?vid=ISBN978-1-136-94643-1 last2 "Hertberg-Davis".
- books?vid=ISBN978-1-136-94643-1 page "330".
- books?vid=ISBN978-1-136-94643-1 page "360".
- books?vid=ISBN978-1-136-94643-1 page "51".
- books?vid=ISBN978-1-136-94643-1 pages "119–120".
- books?vid=ISBN978-1-136-94643-1 publisher "Routledge".
- books?vid=ISBN978-1-136-94643-1 quote "Because defining twice exceptionality has defied psychometric and empirical characterization up to this point, and because it can include co-morbidity with a number of disorders , the gifted education field at large has only been able to respond to the consequences of it, when the goal should be proactive identification and support to enable the success that should come from educational experience and learning, not in spite of it. This is critical because the social and emotional aspects of twice exceptionality are fundamentally important to the twice-exceptional individual's ability to achieve a well-adjusted life .".
- books?vid=ISBN978-1-136-94643-1 quote "Since the earliest days of mental testing, psychologists have struggled with the problem of accounting for differences in opportunity to learn, especially those differences moderated by exposure to the language of testing. ... The use of culture-and language-reduced or so-called 'nonverbal' tests stretches from the form boards of Itard through Army Beta to the performance battery of the Wechsler scales, the Progressive Matrices tests , the Nonverbal Battery of the Cognitive Abilities Test , and the Universal Nonverbal Intelligence Test . The most important disadvantage of this approach is that the abilities measured by nonverbal tests—especially those that use only figural reasoning items, under-represent the construct of intelligence.".
- books?vid=ISBN978-1-136-94643-1 quote "The tests that have been in development the longest, and with the largest research base supporting their reliability and accuracy in predicting school outcomes, are those that measure general intelligence and specific cognitive factors and those that measure achievement in a specific domain of study. Examples include the Wechsler series of intelligence and achievement scales , the Stanford-Binet Intelligence Scales , the Woodcock-Johnson series , the Cognitive Abilities Test , and the Iowa Tests of Basic Skills .".
- books?vid=ISBN978-1-136-94643-1 quote "While there are differences among subgroups of students identified as gifted, there are also differences among students in the general population whose talents are never addressed because we fail even to recognize that talent. Considerable attention has been directed at the under-representation of these students in programs for the gifted. Among the groups most often recognized as deserving of special attention for identification, talent development, and subsequent adjustments in curriculum are African American, Latino/Latina, and twice-exceptional learners.".
- books?vid=ISBN978-1-136-94643-1 ref "harv".
- books?vid=ISBN978-1-136-94643-1 title "Fundamentals of Gifted Education: Considering Multiple Perspectives".