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Criteria for effective teaching emphasize ability to relate to students and openness to change, with guidance on assessing teacher competency. Preservice and inservice models are analyzed and compared, including evaluations from summer institutes, demonstration centers, and service centers.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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is the book’s purpose regarding teacher training models?","Question",{"text":63,"@type":64},"It describes models of existing programs and surveys practices that have appeared successful in training teachers for gifted and talented students, while presenting alternative models and their strengths and weaknesses.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the book define key criteria for effective teachers of gifted students?",{"text":68,"@type":64},"It highlights two necessary criteria: the ability to relate effectively to the group of youngsters being taught and openness to change.",{"name":70,"@type":61,"acceptedAnswer":71},"Which inservice training approaches are compared in the evaluation results?",{"text":72,"@type":64},"The evaluations reported cover summer institutes, demonstration centers, and service centers, with model variations described and contrasted for 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\nEDRS PRICE  \nDESCRIPTORS  \nA BSTRACT  \nDOCUMENT RESUHE  \n95  \nMaker,C.June  \nTraining Teachers.for the Gifted and Talented:AComparison of Models.  \nCouncil for Exceptional.Children,Reston,Va.Information Sezvices and Publications.  \nNational Inst.of Education(DHEW),Washington,  \n75  \n·61p.  \nCouncil for Exceptional Children,1920 AssociationDrive,Reston,Jirginia 22091($3.95 publicationnumber.117)  \nMF-$0.83 HC-$3.50 Plus Postage  \n*Educational Trends:Exceptional Child Education;*Gifted;Higher Education;Inservice TeacherEducation;*Models;Preservice Education;*ProgramEffectiveness;*Teacher Education;TeacherQualifications;Teacher Role  \nProgram models are described and successful practicesare surveyed in training teachers for gifted and talented studerts.In a section on assumptions and issues,the teacher's role isdiscussed in terms of classroom innovation and development ofattitudes,skills,and abilities in students;and alternatives forteacher training programs are outlined.Two criteria necessary forteachers of the gifted are no ted to be an ability to relate  \neffectively to the group of youngsters being taught and an opennessto change;and suggestion s_for assessing teacher competency aregiven.Presented is an analysis of various preservice trainingprograms and_a comparison of the major methodological differences inthem,as well as a review of past and current practices.Variationsof inservice training models are described,compared,and contrasted,and evaluation results are re ported for each of the following:summerinstitutes,demon stration centers,and service centers.Appended is alist of university training programs offering either'graduate or--undergraduate degrees in .education·of the gifted.(SB)  \n本**************************本*****************Documents acquired by ERIC include many informal·unpublished   **materiais not.available from other sources.ERIC makes every effort*to obtain the best copy available.Nevertheless,items of marginal**reproducibility are often encountered and this affects the quality  **of the microfiche and hardcopy reproductions ERIC makes available **via the ERIC Document Reproduction service(EDR S).EDRS is not**responsible for the quality of the original document.Reproductions **supplied by EDRS are the best that can be made from the origina豆：   **************************本*********************************************  \nED119453  \nEC0802478  \nU.5.DEPARTMENT OF HEALTHEDUCATION&WELFARENATIONALINSTITUTE OFEDUCATION  \nTHIS poCUMENT HAS BEEN REPRO-OUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGIN·ATING IT POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRE·SENTOFFIC¹ALNATIONAL INSTITUTE OFEDUCATION POSITION OR POLICY  \n# Training Teachers for theGifted and Talented:\n\nA.Comparison of Models  \nA.Product of  \nThe ERIC Clearinghouse on Handicapped and.Gifted Children  \nThe Council for Exceptional Children  \n2-  \nPublished in 1975 hy The Council for Exceptional Children,!1920 Association Drive,Reston,Virginia 22091Library of Congress Catalog Card Number 75-37278  \nThe material in this publication waz prepared pursuant to a contract with the National Institute of Education.USDepariment of Healch, Education,and Welfare. Contractors updertaking such projects under government sponsor-ship are -encouraged to express freely their judgment in professional and iechnical matters. Prior to publication. themanuscript was submitted'to The Council for Exceptional Children for crical review and deteymination of profes-sional coin petence. This publication has inet such standards. Points of viewgor opinions, however, do not necessarily.represent the official view or opinions of cither.The Council for Exceptioral Children or the National Institute ofEducation.  \nAbout the Author  \nDelineations  \nAssumptions and Issues  \nThe Teacher's Role in School System ChangeThe Teacher's Role in Classroom ChangeThe Teacher's Role in Deve","cbCainY40ELjQUw0","https://ap.wps.com/l/cbCainY40ELjQUw0","pdf",2229785,61,"English","# About the Author\n# Delineations\n# Teacher Characteristics\n## Personal Characteristics\n## Knowledge, Skills, and Attitudes\n## A Need for Training\n## Successful Teachers of \"The Gifted\"\n## Different Teachers for Different Program Types?\n## Summary and Recommendations\n# Preservice Training Programs\n## Program Variations\n## Evaluations\n## Summary and Recommendations\n# Inservice Training\n## Summer Institutes\n## Demonstration Centers\n## Service Centers\n## Comparison of Models\n## Summary and Recommendations\n# Appendix: University Training Programs in Education for the Gifted\n# Epilogue\n# References","[{\"question\":\"What is the book’s purpose regarding teacher training models?\",\"answer\":\"It describes models of existing programs and surveys practices that have appeared successful in training teachers for gifted and talented students, while presenting alternative models and their strengths and weaknesses.\"},{\"question\":\"How does the book define key criteria for effective teachers of gifted students?\",\"answer\":\"It highlights two necessary criteria: the ability to relate effectively to the group of youngsters being taught and openness to change.\"},{\"question\":\"Which inservice training approaches are compared in the evaluation results?\",\"answer\":\"The evaluations reported cover summer institutes, demonstration centers, and service centers, with model variations described and contrasted for each.\"}]","Training Teachers for the Gifted and Talented - A Comparison of Models - A Product of the ERIC Clearinghouse on Handicapped and Gifted Children | PDF",154]