An accessible guide to identifying gifted students and creating equity and inclusion within gifted programs. The Naglieri tests (the NNAT series) have long been a standard in the field of ability testing. Amid the calls for equity and inclusion within gifted education, the new Naglieri General Ability Tests aim to meet that need. This companion, Understanding and Using the Naglieri General Ability Tests, offers educators administering the tests or who have students taking the tests a guide to the why, how, and what now. Split into three parts, Understanding and Using the Naglieri General Ability Tests covers: why there is a need for these new ability tests for gifted identification, how these new tests and test data are used most effectively to identify gifted students from all racial, cultural, linguistic, and socioeconomic backgrounds, what educators can do now to create equity and inclusion within gifted programs and services., Written by well-known gifted education experts Dina M. Brulles, Ph.D., Kimberly Lansdowne, Ph.D., and Jack A. Naglieri, Ph.D., Understanding and Using the Naglieri General Ability Tests provides administrators, gifted coordinators, and teachers with clear direction for answering the call for equity and inclusion in education.

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Yes, you can access Understanding and Using the Naglieri General Ability Tests by Dina Brulles, Ph.D,Kim Lansdowne,Jack Naglieri, Ph.D. in PDF and/or ePUB format, as well as other popular books in Education & Inclusive Education. We have over one million books available in our catalogue for you to explore.

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Free Spirit Publishing

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eBook ISBN

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Cover
Title page
Copyright page
Contents
Contents Cont
vii - List of Figures
vii - List of Reproducible Forms
Page 1 - Introduction
page 1 - A Call for Equity in Gifted Education
page 1 - DEI in Gifted Identification and Programming
Page 2 - Our Overarching Premise
Page 3 - About This Book
Page 5 - How to Use This Book
Page 8 - CHAPTER 1 The Elephant in the Room
page 8 - Room for Improvement
Page 12 - Test Content Matters
Page 15 - Measuring Ability Using Achievement
Page 16 - Chapter Summary
Page 17 - CHAPTER 2 Ability Tests for Gifted Identification: Old and New Solutions
page 18 - The Thinking and Knowing Continuum
Page 20 - Equity, Test Scores, and Identifying Gifted Students
page 22 - Test Directions and Responses Required
Page 23 - A Simple Solution
page 24 - Description of the Naglieri General Ability Tests:Verbal, Nonverbal, and Quantitative
page 28 - Evidence for the Naglieri General Ability Tests
page 29 - Chapter Summary
page 32 - CHAPTER 3 Logistical Considerations
page 32 - The Message Students Receive
page 33 - Test Administration: What You Need to Know
page 35 - Online Testing at School
Page 35 - Test Administrators
page 36 - Reducing Variables
Page 36 - Special Considerations and Testing Accommodations
Page 38 - Online Testing at Home
page 43 - Test Prep Advice
Page 44 - Sharing Test Results with Parents and Teachers
Page 50 - Sharing Information with Students: A Parent’s Decision
Page 51 - Chapter Summary
Page 52 - CHAPTER 4 Understanding and Using Test Scores
Page 52 - Screening Versus Identification
Page 54 - Universal Testing
Page 55 - National and Local Norms
Page 56 - Local Norming Process Using the Naglieri General Ability Tests
Page 57 - Reporting Local Norms
page 58 - Testing Terms and Definitions
Page 60 - An Example of Local Norm Calculations
Page 64 - Challenges with Using Local Norms
page 64 - Score Interpretation Scenarios
Page 68 - Next Steps
page 69 - Chapter Summary
Page 72 - CHAPTER 5 The Next Step: Achieving Equity in Gifted Programming
Page 75 - Providing Context: Background, Current Circumstances,and Moving Forward
Page 76 - Shifting Mindsets and Perspectives
Page 77 - Redesigning Gifted Education Policies
Page 78 - High General Ability Without High Achievement:Another Shift in Perspective
Page 80 - Gifted Programming Approaches for ServingUnderrepresented Populations
Page 85 - Using Local or Building Norms in Your Gifted Program
Page 85 - Developing a Strengths-Based Approach
Page 87 - Collaborating with District Departments
Page 93 - Promoting a Sense of Belonging
page 94 - Contextual Considerations: Development, Environment,and Identity Group
Page 98 - Chapter Summary
Page 99 - CHAPTER 6 Culturally Responsive Approaches for Reaching andTeaching All Gifted Learners
Page 100 - Reflective Teaching Yields Responsive Teaching
Page 102 - What Is Culturally Responsive Teaching?
Page 102 - Developing a Culturally Responsive Approach
Page 104 - The Role of Culturally Responsive Pedagogy in the Gifted Classroom
Page 105 - Examining Teachers’ Perspectives and Instructional Approaches
Page 106 - How Does Culturally Responsive Teaching Work?
Page 107 - Culturally Responsive Teaching as a Strengths-Based Approach
Page 107 - Building Cultural Awareness
Page 108 - Self-Evaluating Practices
Page 110 - Learning About Your Students: A Starting Point
Page 111 - Expanding Perspectives Through Content
Page 117 - Commonalities in and Across Content Areas
Page 118 - Culturally Responsive Assessment Strategies
Page 120 - Applying Culturally Responsive Practices
Page 122 - Chapter Summary
Page 124 - A Final Note
Page 125 - References
Page 134 - Index
Page 139 - About the Authors
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