Five ingredients for success: Two case studies of advocacy at the state level

Gifted Child Quarterly

Volumn 47, Issue 1, 2003, Pages 26-37

  Delcourt, Marcia A B ^a  

^a WESTERN CONNECTICUT STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 27144470260     PISSN: 00169862     EISSN: None     Source Type: Journal    
DOI: 10.1177/001698620304700104     Document Type: Article

References (14)

1. Archambault, F. X., Jr., Westberg, K. L., Brown, S. W., Hallmark, B. W., Emmons, C. L., & Zhang, W. (1993). Regular classroom practices with gifted students: Results of a national survey of classroom teachers (Research Report No. 93101). Storrs: The National Research Center on the Gifted and Talented, University of Connecticut.
2. Aubrecht, L. (1981). Organizing for advocacy: Making it work on the state and local level. In P. B. Mitchell (Ed.), An advocate's guide to building support for gifted and talented education (pp. 31-41). Washington, DC: National Association of State Boards of Education.
3. California Association for the Gifted. (1996). Advocacy in action: An advocacy handbook for gifted and talented education. Mountain View, CA: Author.
4. Delcourt, M. A. B., Loyd, B. H., Cornell, D. G., & Goldberg, M. D. (1994). Evaluation of the effects of programming arrangements on student learning outcomes (Report No. RM940608). Storrs: The National Research Center on the Gifted and Talented, University of Connecticut.
5. Dettmer, P. (1991). Gifted program advocacy: Overhauling bandwagons to build support. Gifted Child Quarterly, 35, 165-171.
6. Developing America's talent: A New England response. (1996, March). [Conference Program]. Worcester, MA: The Second Annual Conference On Gifted and Talented Education.
7. Fraenkel, J. R., & Wallen, N. E. (2002). How to design and evaluate research in education (5th ed.). New York: McGraw-Hill.
8. Mitchell, P. B. (1981). Effective advocacy: Understanding the process and avoiding the pitfalls. In P. B. Mitchell (Ed.), An advocate's guide to building support for gifted and talented education (pp. 3-23). Washington, DC: National Association of State Boards of Education.
9. Renzulli, J. S., & Reis, S. M. (1991). Building advocacy through program design, student productivity, and public relations. Gifted Child Quarterly, 35, 182-187.
10. Robinson, G. J. (1998). Classroom practices with high achieving students: A national survey of middle school teachers. Unpublished doctoral dissertation, University of Connecticut, Storrs.
11. Shore, B. M., Cornell, D. G., Robinson, A., & Ward, V. S. (1991). Recommended practices in gifted education: A critical analysis. New York: Teachers College Press.
12. Sliwa, C. (1995, September 6). State sets up fund to provide grants for classes to serve gifted, talented. Berkshire Eagle, p. B3.
13. Spradley, J. P. (1979). The ethnographic interview. New York: Holt, Rinehart, & Winston.
14. Westberg, K. L., Archambault, F. X., Jr., Dobyns, S. M., & Salvin, T. J. (1993). An observational study of instructional and curricular practices used with gifted and talented students in regular classrooms (Research Report No. 93104). Storrs: The National Research Center on the Gifted and Talented, University of Connecticut.