I think some parallels can be drawn between identifying gifted students in the classroom and scouting for talents in sports.

For instance, baseball scouts operate on various levels (e.g. high school, college, minor league) when looking to recruit.  Baseball scouts also spend ample lengths of time observing players in their natural environment; they don’t base decisions generally on one occurrence but base their selections on repeated observations and gathering much data. Also,...

“Is it possible to study martial arts every day and know how to play the piano by adapting the data and skills we learned in martial arts to the piano? Or what about adapting the skills learned from ballet to cooking?  The answer is yes we can.” — Opher Brayer

We’ve seen the big data. The future of work is all about imagination, given that...

Author's Note: This is the final installment of a three-part series on my experiences working as a gifted education resource teacher. I included the references used in all three blogs at the end of this blog.

Part 3: Discussion

During this autoethnography, I explored my progression from a frustrated resource teacher, who second-guessed my decision to accept the position, to a functioning co-teacher, who, in at least in some cases, able to influence my colleagues to better...

In this installment, I write about the themes I discovered in my story of working as a gifted education resource teacher. Essentially, I experienced much frustration until I learned to first collaborate with classroom teachers, until I gained their trust and respect, only then could I begin to share my expertise. Interspersed in the writing are journal reflections and e-mails, which convey my thoughts and emotions at the time of the experience.

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