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Download full textTongue, Cornelia, Comp. – 1972
The publication is a compilation of descriptions of programs for gifted and talented students in North Carolina which have been evaluated by the State Division for Exceptional Children as outstanding and/or possessing worthwhile components on the instructional level. Programs, grouped into primary-elementary, junior high-middle school, and…
Descriptors: Educational Programs, Exceptional Child Education, Gifted, Program Descriptions
Jacobs, Walter R., Jr. – 1970
The fifth in a series of annual reports, the status report describes the overall North Carolina Program for Exceptionally Talented Children as instituted by local school units for the school year 1969-1970, evaluating the educational program against predetermined criteria. Statistical data are presented about all known gifted and talented (GT)…
Descriptors: Annual Reports, Exceptional Child Education, Gifted, Program Evaluation
Public School Forum of North Carolina, Raleigh. – 1999
This report provides 10 guiding principles for aligning school spending with the goal of creating a system of high-performing schools: (1) It is necessary to recognize that money matters--"you get what you pay for" applies to schools; (2) Aligning school spending to the goals of high performance requires investing in those things that…
Descriptors: Academic Achievement, Elementary Secondary Education, Financial Support, Leadership
BIXLER, HAROLD H.; AND OTHERS – 1962
A COMMISSION WAS SET UP BY THE STATE LEGISLATURE TO IDENTIFY GIFTED STUDENTS AND TO CONDUCT RESEARCH TO FIND THE BEST METHODS FOR TEACHING THEM. PILOT CENTERS IDENTIFIED THE GIFTED THROUGH TESTS AND RATINGS AND DEMONSTRATED TEACHING PROCEDURES AS LISTED IN THE SURVEY RESULTS. THESE SCHOOLS WERE SURVEYED IN 1960 TO DETERMINE WHAT PROGRAMS WERE…
Descriptors: Ability Grouping, Ability Identification, Academically Gifted, Acceleration
North Carolina State Dept. of Public Instruction, Raleigh. Div. for Exceptional Children. – 1973
Presented in the form of 29 questions and answers is information on North Carolina's public school program for gifted and talented children at elementary and secondary levels. Discussed are the criteria for student eligibility, typical characteristics of gifted children, both acceleration and enrichment programs, special class curriculum, and…
Descriptors: Educational Programs, Elementary School Students, Exceptional Child Education, Gifted
North Carolina State Dept. of Public Instruction, Raleigh. Div. for Exceptional Children. – 1988
This handbook provides North Carolina school units with an explanation of service delivery components for academically gifted students and an overview of a variety of program models for gifted education. The program options include the following: enrichment in the classroom with the consultant-teacher, the Triad Model, resource room/pull-out,…
Descriptors: Academically Gifted, Classroom Techniques, Delivery Systems, Elementary Secondary Education
THURSTONE, THELMA GWINN – 1959
AN EVALUATION AND OBJECTIVE COMPARISON WAS MADE BETWEEN THE PROGRESS OF YOUNG MENTAL RETARDATES IN REGULAR CLASSROOMS WITH THE PROGRESS OF PEERS IN SPECIAL CLASSES. THE BASIS OF COMPARISON OF THE TWO TEACHING METHODS INCLUDED MENTAL DEVELOPMENT, PROGRESS IN REGULAR SCHOOL SUBJECTS, ACHIEVEMENT TOWARD OTHER EDUCATIONAL GOALS, SOCIAL ADJUSTMENT…
Descriptors: Academic Achievement, Child Development, Class Organization, Comparative Analysis
North Carolina State Dept. of Public Instruction, Raleigh. Div. of Special Education. – 1967
The status of the North Carolina public school program for educable mentally retarded (EMR) children is reported. Data obtained from state report forms and teacher completed questionnaires describe administration, teachers, pupils, and curriculum. Four tables on the administrative setting present a summary by years of numbers of teachers and…
Descriptors: Administrative Organization, Curriculum, Exceptional Child Research, Mental Retardation
Jacobs, Walter R., Jr. – 1969
Study of North Carolina's program for the exceptionally talented indicated a growth in enrollment which, however, remained at less than 1.5% of the public school population. Of the enrollers, 51% were in special language arts classes and 11% in self-contained classes; grade levels 9 through 12 had the highest enrollment. IQ scores ranged from 98…
Descriptors: Academic Achievement, Classification, Creativity, Critical Thinking
