It simply astounds me at the myopia pervading America . On one hand we have this "itch" to make sure we are the biggest and best on every level and, as demonstrated in the economy, when our position begins to erode, we engage in all manner of reactive band-aids to "fix' things. One the other hand, we seem hell bent to do everything we can to weaken provisions for gifted students in one way or another out of a spirit if "equity" such as typified in California's plot to send GATE funds to general education. Few Americans seem to comprehend the relationship between a weak economy and weak development of student talent. I suppose many are too preoccupied with Facebook, Twitter, and other "critical" activities.
As far as ensuring teacher acumen for working with gifted students, I advocate a much stiffer approach than merely testing teachers. How about demonstrated performance -- a sort of professional apprenticeship in teaching gifted and talented students?
Anyway, all of this sends me into orbit. Thanks as usual for all of your assiduous efforts.
Best regards,
F. Richard Olenchak, Ph.D., P.C. Professor, Psychologist, and Co-Director Urban Talent Research Institute Associate Chair for Special Programs Department of Curriculum and Instruction University of Houston Houston, TX 77204-5023
Dick,
ReplyDeleteIt simply astounds me at the myopia pervading America . On one hand we have this "itch" to make sure we are the biggest and best on every level and, as demonstrated in the economy, when our position begins to erode, we engage in all manner of reactive band-aids to "fix' things. One the other hand, we seem hell bent to do everything we can to weaken provisions for gifted students in one way or another out of a spirit if "equity" such as typified in California's plot to send GATE funds to general education. Few Americans seem to comprehend the relationship between a weak economy and weak development of student talent. I suppose many are too preoccupied with Facebook, Twitter, and other "critical" activities.
As far as ensuring teacher acumen for working with gifted students, I advocate a much stiffer approach than merely testing teachers. How about demonstrated performance -- a sort of professional apprenticeship in teaching gifted and talented students?
Anyway, all of this sends me into orbit. Thanks as usual for all of your assiduous efforts.
Best regards,
F. Richard Olenchak, Ph.D., P.C.
Professor, Psychologist, and Co-Director
Urban Talent Research Institute
Associate Chair for Special Programs
Department of Curriculum and Instruction
University of Houston
Houston, TX 77204-5023