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IF THE BOOK‐BUYERS OF YESTERDAY were to return to the shops, what surprises would be ‘in store’ for them! Paperbacks! Thousands and thousands, colourful, lightweight, pocket‐size, infinite in their variety, subject and appeal, and cheaply priced by 1968 standards! The paperback department in any good bookshop is a veritable Aladdin's cave, where the casual browser is bewildered by sheer mass of stock and availability.
THE Education Act (1944), if fully and sympathetically operated, should foster new reading habits, and encourage librarians everywhere. Thoughtful observers in Britain have been concerned for many years past over the comparatively small part played by books—in the schools no less than in the community at large,
IT WAS ONLY A SHORT TIME AGO, when an interview with the local press brought out the fact that the joint bibliothécariat of my predecessor and myself spanned a period of almost eighty years, that I began to feel really old, and to look back to the time of my entry into the library profession as a part‐time assistant, while I was still at school.
One hears sometimes of precocious children who can read before the average baby can talk, and this raises the interesting speculation as to when a child is old enough for books. Picture books and story‐telling undoubtedly make early appeal and educationists now consider book provision in nursery schools important in order to make the “under fives” book conscious before their schooling proper begins. More and more librarians now provide attractive A.B.C.'s such as Eileen Mayo's Nature's A.B.C. (Universal Text Books, Ltd., 6/‐) with its beautiful printing and illustrations; and gay picture books like Mary Shilla‐beer's We Visit the Zoo (Hutchinson, 4/6) in which there is just enough text to satisfy the young mind. Some librarians seem to have an objection to odd‐shaped books because of the shelving difficulty but the artist's requirements and the child's partiality for large‐size books should outweigh the slight inconvenience of arranging special shelving.
There are very few Black children in programs for gifted children when both historical and contemporary research indicate that such environments contain elements very…
There are very few Black children in programs for gifted children when both historical and contemporary research indicate that such environments contain elements very similar to those described as advantageous for Black children. Presented here is an overview of the research regarding Black children’s learning styles, multiple intelligences, and cultural expectations around adult-child interactions and a comparison to characteristics of gifted (and potentially gifted) children. In addition, the evolution and refinement of the definition of giftedness is outlined along with the impact of those definitions on Black children. The identification, assessment, and testing processes used to place students in gifted programs are outlined along with policies (e.g., universal screening) and practices (e.g., more multicultural education and gifted education in teacher in-service and pre-service education) that can transform gifted programs into diverse and inclusive learning environments where gifted Black students learn, grow, and thrive. Finally, classroom practices that cultivate the genius and giftedness of Black children are presented – practices that give teachers an opportunity to add to their repertoire of strategies and pedagogy in order to increase their ability to create more inclusive learning environments that benefit all children in general and Black children in particular.
EPPIE ELRICK, William P. Milne's Aberdeenshire tale of the '15, first appeared in serial form in the Buchan Observer, running from 19 October 1954 to 6 September 1955. It was then published by Scrogie of Peterhead, as a book of 284 pages, before the end of the year. Another impression was issued in the following year.
Across the nation, African-American and Latino males have experienced limited access to placement in gifted education programs. This paper aims to pinpoint and describe…
Across the nation, African-American and Latino males have experienced limited access to placement in gifted education programs. This paper aims to pinpoint and describe the factors that frequently influence access to gifted education programming among African-American and Latino males.
African-American and Latino males are persistently underrepresented in gifted education for reasons such as teachers’ narrow conceptions of giftedness, teachers’ bias in the nomination process and teachers’ inappropriate usage and interpretation of intelligence measures. When these students qualify for such services, they often experience feelings of isolation and loneliness due to scarce representation of other African-American and Latino male students. A review of extant literature was conducted to identify factors that influence access to gifted education programming among African-American and Latino males.
African-American and Latino males encounter roadblocks in being identified for gifted placement and many also experience implicit biases and stereotypical beliefs about their ability. The need for culturally competent professionals is critical to meet the academic and social-emotional needs of gifted African-American and Latino males.
Recommendations for school psychologists and school counselors are offered to support the needs of gifted African-American and Latino males, assist in increasing their identification and participation in gifted education, and promote academic success.
There is an urgent need for research on access and placement in gifted programming among African-American and Latino males. Moreover, the role of school psychologists and school counselors should be considered in facilitation of gifted identification and placement.
Despite the challenges Latino males face throughout their educational experience, promising practices exist to enhance their academic success (Sáenz & Ponjuan, 2011). This…
Despite the challenges Latino males face throughout their educational experience, promising practices exist to enhance their academic success (Sáenz & Ponjuan, 2011). This chapter addresses factors that commonly hinder the educational opportunities of Latino males, and it pinpoints those supportive factors that help advance their educational progress. Recommendations are provided to assist in increasing the identification of gifted Latino males and their participation in gifted education. Educational practice and policy recommendations are also offered.
Although typologies of violence have become more common, relatively little attention has been given to Donald Black’s (1983) distinction between moralistic and predatory violence. Moralistic violence is rooted in conflict; predatory violence is rooted in exploitation. We elaborate Black’s typology and show how it is similar to, but distinct from, other typologies of violence. We also address the criteria by which typologies of any kind might be judged. Borrowing from the literatures on typologies and on standards of scientific theory, we argue that explanatory typologies should be evaluated according to four criteria: the degree to which they are powerful, theoretical, general, and parsimonious. Applying the criteria to Black’s typology, we argue that the distinction between moralistic and predatory violence is an important contribution to the arsenal of the student of violence.