NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ793543
Record Type: Journal
Publication Date: 2008-May
Pages: 8
Abstractor: ERIC
Reference Count: 21
ISBN: N/A
ISSN: ISSN-0094-0771
Uniting Excellence and Equity: The NMSA/NAGC Joint Position Statement
Schneider, Jean Suchsland
Middle School Journal (J3), v39 n5 p32-39 May 2008
Two noteworthy organizations have joined forces in a commitment to meeting the unique cognitive and affective needs of high-ability and high-potential learners. The National Middle School Association (NMSA) joined with the National Association for Gifted Children (NAGC) in producing a joint position statement (NMSA/NAGC, 2004) concerned with meeting the needs of high-ability and high-potential middle level learners. The two organizations share a commitment to developing schools that hold equity and excellence as tangible, realistic, achievable goals for every learner, including advanced learners. To make this goal a reality, one of the key action components calls for administrators, teachers, gifted education specialists, support personnel, parents, and students to become "knowledgeable about students with advanced academic abilities and those who have the potential to work at advanced levels". The purpose of this article is to help those stakeholders better understand the students and their needs. The statement articulates joint beliefs between NMSA and NAGC regarding identification, assessment, curriculum and instruction, affective development, effective partnerships, and preservice and inservice staff development. (Contains 1 figure.)
National Middle School Association. 4151 Executive Parkway Suite 300, Westerville, OH 43081. Tel: 800-528-6672; Tel: 800-528-6672; Fax: 614-895-4750; e-mail: info@nmsa.org; Web site: http://www.nmsa.org/Publications/MiddleSchoolJournal/tabid/435/Default.aspx
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A