Karen B Rogers
Datos Biográficos
| ID | 6487451 |
|---|---|
| NOMBRE | Karen B Rogers |
| NOMBRES | Karen B |
| APELLIDO | Rogers |
| FIRMA | ROGERS K B |
| AFILIACIONES | University of St. Thomas - Minnesota |
| VERIFICADO | No |
| TOTAL DE OBRAS | 6 |
| TOTAL DE CITAS | 0 |
| TOTAL COMO AUTOR | 6 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1986 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 0 |
Use of the Wisc-V for Gifted and Twice Exceptional Identification
This research evaluated the efficacy of the Wechsler Intelligence Scale for Children—Fifth Edition (WISC-V) for gifted identification. Our sample included 390 gifted, highly gifted, and twice-exceptional (2e) children, referred by parents for testing at seven U.S. sites. We examined de-identified scoring data to determine mean performance patterns across WISC-V indexes and investigated which robust scoring options (each summarizing four to eight …
Critical Issues in the Identification of Gifted Students With Co-Existing Disabilities
Federal law ensures all students with disabilities the right to a Free, Appropriate Public Education (FAPE). However, current policies governing a student’s eligibility for services may contribute to the underidentification of gifted children with co-existing disabilities—the Twice-Exceptional. The emphasis on below-grade-level (or lower) performance, without regard to ability or potential weaknesses, misses twice-exceptional students. Those who …
Comprehensive Curriculum for Gifted Learners
Comprehensive Curriculum for Gifted Learners." Gifted and Talented International, 20(2), pp. 81–82 Additional informationNotes on contributorsKaren RogersKaren B. Rogers, Ph.D., received her doctorate in Curriculum and Instructional Systems from the University of Minnesota and also holds Master’s degrees in Special Education of the Gifted and in Psychological Foundations of the Gifted. Previously, she was Professor of Gifted Studies in the Depart…
Designing and Utilizing Evaluation for Gifted Program Improvement
Designing and Utilizing Evaluation for Gifted Program Improvement." Gifted and Talented International, 19(1), pp. 42–45
Removing the mask
Removing the mask: Giftedness in poverty." Gifted and Talented International, 16(1), pp. 80–81
A Framework for Curriculum Research
A framework for generating curriculum research is proposed. Dunkin and Biddle's model of teaching variables is synthesized with Beauchamp's “curriculum system” planning functions. The resultant framework helps to provide a means for systematically defining variables which delineate curriculum planning processes. The framework has great utility also for identifying: (1) the numerous research variables present within each of four general curriculum…
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A Framework for Curriculum Research
A framework for generating curriculum research is proposed. Dunkin and Biddle's model of teaching variables is synthesized with Beauchamp's “curriculum system” planning functions. The resultant framework helps to provide a means for systematically defining variables which delineate curriculum planning processes. The framework has great utility also for identifying: (1) the numerous research variables present within each of four general curriculum…
Removing the mask
Removing the mask: Giftedness in poverty." Gifted and Talented International, 16(1), pp. 80–81
Designing and Utilizing Evaluation for Gifted Program Improvement
Designing and Utilizing Evaluation for Gifted Program Improvement." Gifted and Talented International, 19(1), pp. 42–45
Comprehensive Curriculum for Gifted Learners
Comprehensive Curriculum for Gifted Learners." Gifted and Talented International, 20(2), pp. 81–82 Additional informationNotes on contributorsKaren RogersKaren B. Rogers, Ph.D., received her doctorate in Curriculum and Instructional Systems from the University of Minnesota and also holds Master’s degrees in Special Education of the Gifted and in Psychological Foundations of the Gifted. Previously, she was Professor of Gifted Studies in the Depart…
Critical Issues in the Identification of Gifted Students With Co-Existing Disabilities
Federal law ensures all students with disabilities the right to a Free, Appropriate Public Education (FAPE). However, current policies governing a student’s eligibility for services may contribute to the underidentification of gifted children with co-existing disabilities—the Twice-Exceptional. The emphasis on below-grade-level (or lower) performance, without regard to ability or potential weaknesses, misses twice-exceptional students. Those who …
Use of the Wisc-V for Gifted and Twice Exceptional Identification
This research evaluated the efficacy of the Wechsler Intelligence Scale for Children—Fifth Edition (WISC-V) for gifted identification. Our sample included 390 gifted, highly gifted, and twice-exceptional (2e) children, referred by parents for testing at seven U.S. sites. We examined de-identified scoring data to determine mean performance patterns across WISC-V indexes and investigated which robust scoring options (each summarizing four to eight …
Psychology (5 obras) · Mathematics education (4 obras) · Education, Achievement, and Giftedness (3 obras) · Pedagogy (3 obras) · Computer Science (2 obras) · Curriculum (2 obras) · Engineering (2 obras) · Gifted education (2 obras) · Management science (2 obras) · Best practice (1 obras)