Search

Your search keyword '"Adams, Cheryll"' showing total 360 results
Start Over Author "Adams, Cheryll"
360 results on '"Adams, Cheryll"'

18. Assessment

Author

Adams, Cheryll M., primary, Cotabish, Alicia, additional, and Dailey, Debbie, additional

Published
2021
Full Text
View/download PDF

24. Overview

Author

Adams, Cheryll M., primary, Cotabish, Alicia, additional, and Dailey, Debbie, additional

Published
2021
Full Text
View/download PDF

29. RtI for Gifted Students

Author

Coleman, Mary Ruth, primary, Johnsen, Susan K., additional, Adams, Cheryll M., additional, Cross, Tracy L., additional, and Montgomery, Diane, additional

Published
2021
Full Text
View/download PDF

34. Cubing

Author

Adams, Cheryll M., primary and Pierce, Rebecca L., additional

Published
2021
Full Text
View/download PDF

47. Fourth-Grade Teachers' Perceptions of Giftedness: Implications for Identifying and Serving Diverse Gifted Students

Author

Speirs Neumeister, Kristie L., Adams, Cheryll M., and Pierce, Rebecca L.

Abstract

The present study sought to examine the perceptions of giftedness and identification procedures held by experienced teachers of gifted minority students. Twenty-seven 4th-grade teachers of gifted students in an urban school system with a high representation of minority and economically disadvantaged students were surveyed. Results indicated that experienced teachers still held a narrow conception of giftedness and were not aware of how culture and environmental factors may influence the expression of giftedness in minority and economically disadvantaged students. Findings also indicated that these teachers expressed concerns for approximately one third of their students qualifying for the gifted program. These concerns were based primarily on students having a skill deficit in one area, poor work habits, or behavioral or family problems. Teachers were less likely to notice gifted characteristics in these students compared to other identified students, even though both groups were identified in the same way. Implications for teaching gifted minority and economically disadvantaged students are discussed. (Contains 3 tables and 1 endnote.)

Published
2007

48. Tiered Lessons: One Way to Differentiate Mathematics Instruction

Author

Pierce, Rebecca L. and Adams, Cheryll M.

Abstract

The movement toward inclusion has impacted classrooms by requiring teachers to respond to a broader range of academic needs. How can we possibly reach all the students in our classrooms when they are academically diverse, have special needs, are ESL learners, or have some combination of any or all of these factors? An answer to this question lies in differentiating instruction. Working in the Burris Laboratory School, an inclusion school using a resource consultation model to serve the needs of all its students, we have found that using tiered lessons is a viable method for differentiating instruction.

Published
2004

49. Psychological Characteristics Of Academically Gifted Adolescents Attending A Residential Academy: A Longitudinal Study

Author

Cross, Tracy L., Adams, Cheryll, Dixon, Felicia, and Holland, Jason

Abstract

Students attending a state-supported residential academy for academically gifted adolescents (N = 139) completed the Minnesota Multiphasic Personality Inventory for Adolescents (MMPI-A; Butcher et al., 1992) upon entrance to document their psychological characteristics. The same students completed a postadministration of the MMPI-A at the end of their 2nd year at the school. Results indicated that the gifted students were quite similar to the normative group of adolescents on the MMPI-A. While several statistically significant changes were observed over time, the effectsize calculations accounted for only a modest percentage of the variance in all cases. Scores on the 2nd administration of the MMPI-A declined among the majority of students who manifested elevated scores on the initial administration.

Published
2004

50. Instruments Used in the Identification of Gifted and Talented Students.

Author

National Research Center on the Gifted and Talented, Storrs, CT., Virginia Univ., Charlottesville., Callahan, Carolyn M., Hunsaker, Scott L., and Adams, Cheryll M.

Abstract

This report presents findings of a study of instruments used in the identification of gifted and talented students. The study first examined the published literature, both standardized and locally developed identification instruments and procedures, and strategies used to identify underserved populations. These data were catalogued in the National Repository computer database. The study then reviewed standardized instruments using the "Scale for the Evaluation of Gifted Identification Instruments" for each construct of giftedness named by schools and these reviews were entered into the database. A review of identification procedures led to the compilation of standards for identification. Finally, data were collected on three locally developed instruments with potential for providing unique types of data for screening and identifying talent: the "Diet Cola Test" (better for program evaluation than identification); the "Peer Referral Form" (high reliability and useful with Hispanic populations); and the "Teacher Search List" (reliable in assessing middle school students). Among seven appendices are the database order form, sample database output, a listing of instruments reviewed, the "Scale for the Evaluation of Gifted Identification Instruments" and the "Peer Referral Form." Contains 102 references. (DB)

Published
1995

Catalog

Books, media, physical & digital resources
See catalog results