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[null,"1.","Record Nr.",null,"UNINA9910817435003321"]
[null,null,"Autore",null,"Smutny Joan F."]
[null,null,"Titolo",null,"Discovering and developing talents in Spanish-speaking students / / Joan Franklin Smutny, Olivia Bola�os, Kathryn P. Haydon, Gina Estrada Danley"]
[null,null,"Pubbl/distr/stampa",null,"Thousand Oaks, California : , : Corwin, , [2012]"]
[{"$nulls":4},"�2012"]
[null,null,"ISBN",null,"1-4522-8359-1"]
[{"$nulls":4},"1-4522-7986-1"]
[null,null,"Descrizione fisica",null,"1 online resource (xviii, 194 pages) : illustrations"]
[null,null,"Collana",null,"Gale eBooks"]
[null,null,"Disciplina",null,"371.82968073"]
[null,null,"Soggetti",null,"Hispanic Americans - Education"]
[{"$nulls":4},"Education, Bilingual - United States"]
[{"$nulls":4},"English language - Study and teaching - Spanish speakers"]
[{"$nulls":4},"Gifted children - United States - Identification"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"\"\"COVER\"\"; \"\"DISCOVERING AND DEVELOPING TALENTS IN SPANISH-SPEAKING STUDENTS\"\"; \"\"CONTENTS\"\"; \"\"ACKNOWLEDGMENTS\"\"; \"\"Publisherâ€?s Acknowledgments\"\"; \"\"ABOUT THE AUTHORS\"\"; \"\"INTRODUCTION\"\"; \"\"The Challenge We Face\"\"; \"\"The Potential for Change\"\"; \"\"CHAPTER 1: THE CHANGING LANDSCAPE OF U.S. SCHOOLS: A CALL TO ACTION\"\"; \"\"Demographics\"\"; \"\"Potential Obstacles to Educating Hispanic Youth\"\"; \"\"Language Barrier\"\"; \"\"Poverty\"\"; \"\"High-Poverty Schools\"\"; \"\"High School Dropout Rate\"\"; \"\"College Enrollment Rates\"\"; \"\"Disproportionality: Hispanics in Special Education\"\""]
[{"$nulls":4},"\"\"Underrepresentation in Gifted Programs\"\"\"\"Barriers to Entry\"\"; \"\"Why Hispanic Enrollment in Gifted Programs Matters\"\"; \"\"Putting the Puzzle Together\"\"; \"\"CHAPTER 2: BILINGUALISM: A COGNITIVE STRENGTH\"\"; \"\"Advantages of Bilingualism\"\"; \"\"Cognitive and Intellectual Benefits for Child Interpreters\"\"; \"\"Stages of Second-Language Acquisition\"\"; \"\"Academic Language\"\"; \"\"Words Into Action\"\"; \"\"CHAPTER 3: A CULTURAL PRIMER\"\"; \"\"Priorities\"\"; \"\"Respect for Educators\"\"; \"\"Student Behavior\"\"; \"\"Influence of Demographics and Schooling Levels\"\"; \"\"Bridging the Cultural Divide\"\""]
[{"$nulls":4},"\"\"Administrator Responsibilities\"\"\"\"Parent Involvement Opportunities\"\"; \"\"Teacher and Administrator Responsibilities\"\"; \"\"Integrating Culture "]
[{"$nulls":4},"Into the Curriculum\"\"; \"\"Districtwide Responsibilities\"\"; \"\"Understanding Parentsâ€? Motives to Learn or Not Learn English\"\"; \"\"Maintaining the Native Language\"\"; \"\"Why Is It Important to Maintain the Native Language?\"\"; \"\"CHAPTER 4: RECOGNIZING TALENTS, ABILITIES, AND CREATIVITY IN YOUR SPANISH-SPEAKING STUDENTS\"\"; \"\"From Average Student and Daydreamer to World-Famous Author\"\"; \"\"Difficult First Grade, Highly Successful Second Grade: A Case Study\"\""]
[{"$nulls":4},"\"\"Lessons Learned: Four Guideposts\"\"\"\"The Einstein Experience\"\"; \"\"Broadening Concepts of Intelligence: Gardner and Torrance\"\"; \"\"Torranceâ€?s Creative Positives in Disadvantaged Youth\"\"; \"\"Motivation Is Key to Teaching ELLs\"\"; \"\"Enrique and the Creative Positives\"\"; \"\"Tools of the Trade\"\"; \"\"Interest Inventories\"\"; \"\"Portfolios\"\"; \"\"Parental Input\"\"; \"\"Torrance Tests of Creative Thinking\"\"; \"\"Next Steps\"\"; \"\"CHAPTER 5: IDENTIFYING GIFTED HISPANIC STUDENTS\"\"; \"\"What Is â€œGiftedâ€? Anyway?\"\"; \"\"Characteristics of Gifted Individuals\"\"; \"\"Three Broad Characteristics of Giftedness\"\""]
[{"$nulls":4},"\"\"Questions to Ask to Determine if Students Fall Into These Categories\"\"\"\"Importance of Early Identification\"\"; \"\"Gifted Characteristics of Child Interpreters\"\"; \"\"Recommending Students for Your Schoolâ€?s Gifted Program\"\"; \"\"Potential Roadblocks and Issues\"\"; \"\"Review\"\"; \"\"CHAPTER 6: EFFECTIVE WAYS FOR TEACHERS TO CONNECT WITH SPANISH-SPEAKING PARENTS\"\"; \"\"Establishing a Team: Parent, Teacher, and Student\"\"; \"\"Explaining Giftedness and Gifted Education to Parents\"\"; \"\"Hosting Successful Parent Meetings\"\"; \"\"Staying in Touch With Parents About Their Childrenâ€?s Progress\"\""]
[{"$nulls":4},"\"\"Working With Overburdened and Resistant Parents\"\""]
[null,null,null,"Sommario/riassunto","This book provides teachers and leaders with the skills needed to uncover each child's abilities and boost achievement for Spanish-speaking students. It shows how to recognize students' unique strengths; identify and develop the gifts of bilingualism and different cultures; create challenging learning experiences for every student in the class; adapt tools and strategies to meet each learner's unique needs; and connect with parents and the greater Spanish-speaking community."]