Overview

Creating Equity and Access for Gifted Learners provides an overview of how and why to implement the ExCEL Problem-based Learning Instruction Model as a change initiative in classrooms, and the impact that this model has had on gifted programs. The product of evidence from two federally-funded Jacob K. Javits grants, The ExCEL Model is a systemic, design-based, continuous improvement curriculum and professional learning program that closes equity gaps for culturally, linguistically, and economically diverse students by increasing effective problem-based learning (PBL) instruction. This book will provide readers with the background, evidence, and tools necessary to implement the program model as a change initiative in their schools. Learn how to implement effective, research-grounded professional learning, demonstrate best practices, and navigate red tape and roadblocks. Full of immediately implementable strategies and lesson examples, this book is a must have resource for district leaders, instructional leaders, and teachers ready to make their dream of implementing an equitable and effective professional learning program a reality.

Full Product Details

9781032587844

Table of Contents

Reviews

“The authors provide practical solutions to teachers and immerse them in the problem-based learning process which allows the teachers to experience learning from the student’s perspective which gives them in valuable insight to real -world problem solving and how students think and feel about authentic research and inquiry- based tasks.” Dornswalo Wilkins-McCorey Ed.D., Gifted Coordinator, Virginia Beach City Public Schools, USA “This book addresses an important and urgent issue, underrepresentation in gifted programming. I will buy this book and most likely buy multiple copies for the content supervisors and advanced academic coaches I supervise. The authors have extensive experience and expertise in this area. This book is unique as it combines the practice application of problem-based learning and the research and evidence that it can be successfully leveraged to find and nurture students from marginalized communities. The comprehensive professional learning chapter is a must read for educators wanting to implement problem-based learning in their classrooms and/or on a larger scale within a school district.” Cheryl McCullough, K-12 Supervisor, Advanced Academics and Talent Development, Arlington Public Schools, USA “In this fearless account of educational transformation, the authors put it all out there. Their hopes, their failures, but by far, their success creating conditions under which culturally, linguistically, and economically diverse students have gained equitable access to high-quality learning opportunities and experiences such as advanced and gifted classes as a result of implementing this cost effective, evidence based, highly effective whole school program that reimages our education system. Packed with actionable, systematic strategies that support success across contexts, this book is for any school leader looking to leave a legacy that meaningfully changes the landscape of education.” Melvin Brown, Superintendent, Montgomery County Public Schools, USA

Author Information

Anne K. Horak, Ph.D taught middle school and served as a K-12 administrator supervising advanced programs prior to serving as a Principal Investigator and Project Director for Project ExCEL and ExCEL-Ignite. She has written multiple book chapters and articles and contributed to the development of award-winning PBL curriculum units. Kimberley Daly, Ph.D. serves as Coordinator for Project ExCEL-Ignite, a federally-funded grant at George Mason University seeking to identify culturally, linguistically, and economically diverse students for gifted programs through problem-based learning (PBL). Dr. Daly has 30 years of educational experience. Her research focuses on PBL, advanced academics, and global citizenship. Shannon King, Ph.D. has worked in education for 30 years as a classroom teacher, gifted education teacher, an instructional coach, and as an administrator. She also works as an Adjunct Professor at George Mason University, teaching courses in curriculum and instruction, assessment and differentiation, gifted education, and educational research

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