The design and implementation of a conceptual model for identifying gifted and talented students, K-12 : a case study

The purpose of this dissertation was to design a conceptual model for identifying gifted and talented students in a public school setting in grades K-12, and to present a study of the actual events as the model was implemented. A historical background was presented to show the universal need to find the gifted and talented. This search for the gifted dates back to Plato; nonetheless, reliable practices for identifying these youngsters are still lacking. The construction of the conceptual model was planned in four stages: (1) recognition of need and appointment of a leader; (2) history of programs for gifted; (3) developing resource networks; and (4) beginning the program. The model was created with a free-flowing ameboid structure to accommodate human interactions and change during implementation. The model focused on multiple criteria for identifying gifted and talented as it evolved through the assignments and acceptance of leadership roles within a selected setting

VCU Media Lab

We propose the establishment of a VCU Media Lab – a professional creative media technology unit whose mission is to support the development, design, production and delivery of innovative media, multimedia, computer-based instruction, publications and tools in support of VCU education, research and marketing initiatives. This centrally administered, budgeted and resourced facility will acknowledge, refine, focus and expand media services that are currently being provided at VCU in a decentralized manner

The identification of certain competencies appropriate for secondary school business teachers

This study was conducted to develop a comprehensive list of competencies deemed necessary for secondary school business teachers in North Carolina for use in certifying pre-service teachers and in determining the training needs of in-service teachers. A list of 197 competency statements was compiled and grouped into fourteen categories according to overall knowledge of business and professional skills/techniques/methodologies. A reactionnaire was designed and submitted to a class of business teachers at UNC-Greensboro. Resultant revisions created a 161-competency-statement instrument. This 161-item reactionnaire was sent to 30 randomly selected state/ local supervisors of business education from the 12 states in the Southern Business Education Association (SBEA) and to 75 randomly selected North Carolina secondary school business teachers. Revisions resulted in the retention of the 161 items and the addition of one in Data Processing

Annual Report Fiscal Year 2006-2007

https://digitalcommons.memphis.edu/govpubs-tn-bureau-investigation-annual-reports/1015/thumbnail.jp