Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is experience and education. This book is not kind of difficult book to read. It can be read and understand by the new readers.

Experience and Education.

Pedagosko i psiholosko testiranje i procjenjivanje spadaju među najvažnije doprinose znanosti o ponasanju nasem drustvu i pružaju temeljna i znacajna poboljsanja u odnosu na ranije postupke. Iako se ne može ustvrditi da su svi testovi dovoljno usavrseni niti da su sva testiranja razborita i korisna, postoji velika kolicina informacija koje ukazuju na ucinkovitost kvalitetnih instrumenata u onim situacijama u kojima je njihovo koristenje potkrijepljeno validacijskim podacima. Pravilna upotreba testova može dovesti do boljih odluka o pojedincima i programima nego sto bi to bio slucaj bez njihovog koristenja, a također i ukazati na put za siri i pravedniji pristup obrazovanju i zaposljavanju. Međutim, losa upotreba testova može dovesti do zamjetne stete nanesene ispitanicima i drugim sudionicima u procesu donosenja odluka na temelju testovnih podataka. Cilj Standarda je promoviranje kvalitetne i eticne upotrebe testova te uspostavljanje osnovice za ocjenu kvalitete postupaka testiranja. Svrha objavljivanja Standarda je uspostavljanje kriterija za evaluaciju testova, provedbe testiranja i posljedica upotrebe testova. Iako bi evaluacija prikladnosti testa ili njegove primjene trebala ovisiti prvenstveno o strucnim misljenjima, Standardi pružaju okvir koji osigurava obuhvacanje svih relevantnih pitanja. Bilo bi poželjno da svi autori, sponzori, nakladnici i korisnici profesionalnih testova usvoje Standarde te da poticu druge da ih također prihvate.

Standards for educational and psychological testing

Critical race theory (CRT) first emerged as a counterlegal scholarship to the positivistand liberal legal discourse of civil rights. This scholarly tradition argues against the slow pace of racial reform in the United States. Critical race theory begins with the notion that racism is normal in American society. It departs from mainstream legal scholarship by sometimes employing storytelling. It critiques liberalism and argues that Whites have been the primary beneficiaries of civil rights legislation.Since schooling in the USA purports to prepare citizens, CRT looks at how citizenship and race might interact. Critical race theory's usefulness in understanding education inequity is in its infancy. It requires a critique of some of the civil rights era's most cherished legal victories and educationalreform movements, such as multiculturalism. The paper concludes with words of caution about the use of CRT in education without a more thorough analysis of the legal literature upon which it is based.

Just what is critical race theory and what's it doing in a nice field like education?

Affirming Diversity: The Sociopolitical Context of Multicultural Education

This article addresses a challenge faced by those who study cultural variation in approaches to learning: how to characterize regularities of individuals’ approaches according to their cultural background. We argue against the common approach of assuming that regularities are static, and that general traits of individuals are attributable categorically to ethnic group membership. We suggest that a cultural-historical approach can be used to help move beyond this assumption by focusing researchers’ and practitioners’ attention on variations in individuals’ and groups’ histories of engagement in cultural practices because the variations reside not as traits of individuals or collections of individuals, but as proclivities of people with certain histories of engagement with specific cultural activities. Thus, individuals’ and groups’ experience in activities—not their traits—becomes the focus. Also, we note that cultural-historical work needs to devote more attention to researching regularities in the variat...

Cultural Ways of Learning: Individual Traits or Repertoires of Practice:

In public school systems all around the country, educators—teachers, counselors, and administrators—have made significant progress in identifying and recruiting diverse populations in gifted and en...

Recruitment Is Not Enough: Retaining African American Students in Gifted Education:

Many children, including the gifted, are at risk for underachievement, school failure, and otherwise not reaching their potential in school and in life. This is most often true of Black youth who face numerous social and cultural barriers to achievement. On the other hand, some youth do adapt to the many barriers to achievement and to the many stressors in their lives. This article explores the concept of resilience as it relates to gifted children, particularly gifted Black children. Also presented are recommendations for fostering resilience in these students and ensuring their success in school and life.

Nurturing resilience in gifted black youth

Donna Y. Ford is a Professor of Education at the Ohio State University where she teaches courses in gifted education. Donna's research focuses on recruiting and retaining diverse students in gifted education, increasing the achievement of diverse students, and creating multicultural curriculum. Michelle Frazier Trotman is a Doctoral Student in Special Education at the Ohio State University. She is interested in promoting positive educational outcomes for urban students and those identified as at risk for school failure. She is a former special education teacher. cultural knowledge, philosophies, and skills. Unfortunately, we have found that the lists presented in gifted education books seldom address the need for teachers to have multicultural skills and competencies. A few exceptions appear in Seeley (1979), Hultgren and Seeley (1982), and Bishop (1968). They recommend that teachers have \"cultural and intellectual interests\" and \"skills in working with culturally different talented youth.\" While this is a beginning, more attention must be devoted to preparing teachers to work with gifted students in general, but particularly those who are culturally, ethnically and linguistically diverse.

Teachers of gifted students: Suggested multicultural characteristics and competencies

A review of the literature suggests that little information exists regarding the self‐perceptions of gifted Black students. Yet, more than 400 studies have explored the racial identity status and development of Black children and adults. This study examined the racial identity and achievement of 152 Black males and females. Forty‐two Black adolescents (28%) were identified as gifted by their school districts. Sixty‐two students (42%) were underachieving, a disproportionate percentage of them male. Comparisons were made by three variables — gender, achievement status (underachieving vs. achieving) and academic ability (44 gifted, 67 potentially gifted, and 38 general education students). T‐test and ANOVA results indicate that students tended to have strong, positive racial identities. However, males and underachievers had less positive racial identities than females and achievers. Also, gifted students had more positive racial identities than other students.

A study of the racial identity and achievement of black males and females

Students of color are often underrepresented in gifted education programs. While many educators have sought to reverse or redress this issue, little has changed over the years. In this article, it is proposed that teachers, particularly those working with elementary students, must pursue cultural competence in order to recognize the strengths and potential of culturally diverse students in a variety of learning contexts. Ultimately, teachers’ new (and expanded) insights about their students can result in more culturally diverse students participating in gifted education programs.

Donna Y. Ford

Papers

Recruitment Is Not Enough: Retaining African American Students in Gifted Education:

Nurturing resilience in gifted black youth

Teachers of gifted students: Suggested multicultural characteristics and competencies

A study of the racial identity and achievement of black males and females

Cultural Considerations in the Underrepresentation of Culturally Diverse Elementary Students in Gifted Education.