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Articles for Educators & Administrators

The following are articles written by Dr. Kingore or colleagues that have been published in educational journals. To read any of the articles, click on the title.

Biographies and Autobiographies: Life Models in the Clasroom

REFERENCE: Kingore, B. (Spring 2001). Biographies and autobiographies: Life models in the classroom. Understanding Our Gifted, 13 (3), 13-15.

•• The subjects of biographies and autobiographies make excellent role models for gifted students. Included is a list of good examples.

 

Determining Appropriate Identification Criteria: A Self Study

REFERENCE: Kingore, B. (Spring 2000). Determining appropriate identification criteria: A self study.Tempo, XX (2), 12. www.tagt.org

•• Answer these 14 important questions to assess the effectiveness of the identification process you are currently implementing.

 

Differentiating Instruction to Promote Rigor and Engagement for Advanced and Gifted Students

REFERENCE: Kingore, B. (Winter 2011). Differentiating Instruction to Promote Rigor and Engagement for Advanced and Gifted Students. Tempo, XXXI (3), 9-15. www.tagt.org

•• A demand for increased rigor in learning environments and outcomes is a significant statement heard across our nation. Educators seek to encourage deeper thought among students with a greater emphasis on persuasion and analysis.

 

Differentiating Instruction: Rethinking Traditional Practices

REFERENCE: Kingore, B. (2005). Differentiating instruction: Rethinking traditional practices. ASCD. www.ascd.org

•• Educators are changing the learning environment so they can see students' readiness levels, learning profiles, needs, and interests more clearly. Through differentiated instruction, teachers are working to customize the complexity of instruction so all students experience learning success.

 

High Achiever, Gifted Learner, Creative Thinker

REFERENCE: Kingore, B. (2004). Differentiation: Simplified, Realistic, and Effective Austin: Professional Associates Publishing.

•• A three-way comparison of a high achiever, a gifted learner, and a creative thinker is proposed for you to ponder and discuss.

 

The Kingore Observation Inventory (Research Report)

REFERENCE: Brady, S. (Spring 2008). The Kingore Observation Inventory. Tempo, XXVIII (2), 30-34. www.tagt.org

•• The implementatin of the KOI enabled an Indianapolis school district to increase the proportionality of underrepresented populations in their high-ability programming.

 

Parent Assessment of Giftedness: Using Portfolios to Document Gifted Learners' Talents

REFERENCE: Kingore, B. (2001). The Kingore Observation Inventory, 2nd ed. Austin: Professional Associates Publishing.

•• One ignored value of portfolios is parental assessment of children's exceptional learning needs. The products children develop at home can help provide clear documentation of their achievements and potential.

 

Reading Instruction for the Primary Gifted Learner

REFERENCE: Kingore, B. (Fall 2002). Reading instruction for the primary gifted learner. Understanding Our Gifted, 15 (1), 12-15.

•• Differentiating reading instruction to match the individual differences and readiness levels of all children is a demanding task that requires support and strategies in assessment, pre-assessment, reading comprehension, metacognition, self-assessment, and portfolios.

 

Tiered Instruction: Beginning the Process

REFERENCE: Kingore, B. (Winter 2006). Tiered instruction: Beginning the process. Teaching for High Potential, 5-6. www.nagc.org

•• This article highlights guidelines, shares factors that influence the complexity of tiered learning experiences, and a self quiz. The information contained in this article aligns with the following Gifted Program Standards: Curriculum and Instruction (1, 2, 3, 5) and Program Design (4, 5).

 

Voice from the Field: Recognizing and Nurturing Gifted Potential

REFERENCE: Kingore, B. (2006). Voice from the field: Recognizing and nurturing gifted potential. In Morrison, G. Early Childhood Education Today, 10th ed. Upper Saddle River, NJ: Pearson Education.

•• Children with gifted potential are not more valued; they just learn differently and need nurturing to experience continuous learning. This article highlights what gifted potential looks and sounds like, identifying advanced potential, and classroom suggestions.