Recently, my daughter came home from school and asked me why a child in her class was placed in the gifted program.

“I don’t get it,” she said. “He has Cs and Fs, and he behaves badly.”

I did my best to explain how a student gets enrolled in a gifted program, but I think I failed to get my point across.

The conversation caused me to reexamine the definition of giftedness and what criteria should be used to determine not only if a child should be admitted...

"Prompted by your Global Search for Education series, a survey was designed and responses were obtained from 53 female and 78 male students at the University of Puerto Rico, Mayagüez campus, with the aim of exploring gender perceptions."  --  Hector...

"By Schools for Schools starts from a different set of assumptions.  In essence, it builds on the idea that within schools and the communities they serve, there are untapped resources that can be mobilized in order to transform schools from places that do well for many children to...

A student is asked to create a bookmark that contains higher-order thinking questions. After struggling to create the “perfect” question, she runs out of time and completes only half the assignment.  The session ends with the girl in tears, upset over her perceived failure.

On the same day, another student, faced with finding common themes between texts, shuts down with frustration. Rather than cry, he simply refuses to talk or continue the assignment.

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