What does it mean to be an effective educator for gifted, creative, Annotated Bibliography

What does it mean to be an effective educator for gifted, creative, and talented savants - Annotated Bibliography ExampleIt is similarly important for the evaluation of the effect of programs on individual student. The main reason for applying threefold criteria is to identify much minority and economically disadvantaged students who are over looked when so elements of restrictive criteria for such things like the students IQ or achievement scores are used. This under representation problem sacrifice for decades plagued education. For example, in 1991, the state of Georgia defined the giftedness of a student according to a single score. With the help of Renzullis NRC/GT, eight Georgian schools explored the use of multiple criteria to obtain what they termed as a rich profile of students in terms of force out and interest. This criterion was also important in identifying the strength of minority students.Teachers can identify students quickly on the basis of observation and perf ormance information of students from diametrical cultural and economic background. Students who show traits, aptitudes and behaviors associated with giftedness can quickly be identified. Georgia legislatures passed a bill requiring multiple criteria be identified. This was in 1994 when the legislature was well convinced of the fairness of the multiple criteria, and the governor signed it into uprightness. The law stated that the eligibility included meeting criteria in any three of the four areas which are the mental ability, achievement, creativeness and motivation. The areas were defined as intellectual ability above the 96th percentile, standardized achievement test score above the 90th percentile on the total battery n reading or in mathematics, creative thinking scores above the 90th percentile on the creativity test or creative characteristics valuation scale, or superior evaluation of creative product or performance. Moreover, motivation as reflected in a GPA above 3.5, a score of above the 90th percentile on a motivational characteristics scale, or a rating above the 90th percentile on a