Ungifted: Intelligence Redefined. Kaufman,S. B. (2013)

Word Class is a method of modifying a spelling curriculum to meet the academic needs of gifted learners. This strategy combines a self‐selected approach to spelling instruction with thinking skills. Word Class enables gifted learners to make choices about their learning and engage in creative, high level thinking. It also teaches thinking skills and provides gifted learners with more authentic thinking and writing experiences.     

Groundbreaking Investigator of Creativity: An Interview With James C. Kaufman

The University of Redlands and Redlands Unified School District cooperate to provide a program for gifted 4th, 5th, and 6th grade students. The cooperative venture began as a way to maintain a gifted program in the wake of budget cuts. In three years of operation the program has experimented with scheduling patterns, course offerings, and teacher selections. What has been learned may be of benefit to other districts considering a cooperative university/school district gifted program.     

哈尔滨犹太人政治领袖亚伯拉罕·考夫曼评述

亚伯拉罕·考夫曼的一生是近代哈尔滨犹太人的经典缩影.考夫曼在极端困难的条件下为哈尔滨的犹太人,乃至整个远东地区的犹太人的生存做了许多卓越的工作.河豚鱼计划"所反映出的犹太人与日本人的关系是复杂的、多层面的.如果把考夫曼与哈尔滨犹太人的精神领袖吉塞列夫拉比相比较,那么前者的地位和作用在总体上要高于后者.     

Interpreting the differences: A reply to Kaufman

Kaufman's critique of our article was based on a misunderstanding of our purpose and procedures. This reply clarifies those points and suggests further areas of concern regarding the McCarthy Screening Test.     

A comparison of the Kaufman brief intelligence test (K-BIT) with the Stanford-Binet,a two-subtest short form,and the Kaufman test of educational achievement (K-TEA) brief form

The relationship between the K-BIT, the Stanford-Binet, a two-subtest short form, and the K-TEA was examined with a population of 75 academically referred students. The K-BIT correlated significantly with the Stanford-Binet (.81) and the K-TEA Math (.57), Reading (.58), and Spelling (.47) scores. The mean K-BIT IQ Composite (76.5) averaged 5.1 points lower than the mean Stanford-Binet Test Composite (81.6). The results tend to support the use of the K-BIT as a screening instrument when the Stanford-Binet is the follow-up or comprehensive measure of intelligence.     

Change,choices, and consequences: A guide to mega thinking and planning by Roger Kaufman,CPT

Roger Kaufman, CPT, is professor emeritus from Florida State University, director of Roger Kaufman & Associates, and Distinguished Research Professor at the Sonora Institute of Technology. He has published 38 books and over 250 articles on strategic planning, performance improvement, quality management and continuous improvement, needs assessment, management, and evaluation. Change, Choices, and Consequences (ISBN: 0–87425–924‐X) is published by HRD Press and ISPI. The publisher may be reached online at www.hrdpress.com or by phone at 800–822–2801.     

Profile analysis of the Kaufman Assessment Battery for Children,Second Edition,with African American and Caucasian preschool children

This study used profile analysis to investigate the interpretability of the Kaufman Assessment Battery for Children, Second Edition (KABC‐II), in terms of the Cattell‐Horn‐Carroll (CHC) theory among ethnically diverse preschool children. Forty‐nine African American and 49 Caucasian preschool children from a Midwestern city were included in the study and were matched for age, sex, and level of parental education. The profile analysis examining CHC broad abilities showed that the African American and Caucasian preschool children had similar patterns of highs and lows and performed at the same level with no significant difference between the two groups in their overall mean IQ. Profile analysis of the KABC‐II subtests found that although the African American and Caucasian groups performed overall at a similar level, they did not show the same pattern of highs and lows in subtest performance. Specifically, Caucasian preschoolers scored significantly higher than their African American counterparts on the Expressive Vocabulary subtest. Overall, the two groups displayed remarkably similar performance on the KABC‐II. © 2011 Wiley Periodicals, Inc.     

传统与改革继承与创新--关于课堂教学改革的几点思考

最近，笔者在一本教学杂志上读到一篇文章《公开课——“想说爱你不容易”》，作者对经过精心设计并层层包装的公开课的批评，引起了本人的共鸣。随着教学改革的不断深入，出现了许多探索现代教学模式的新理念，涌现了一大批积极投身于教学理论研究和教学实践改革的优秀教学工作者。然而笔者同时也发现了一种令人不安的现象：由于教师个人素质的差异，解读新课程的能力各不相同，部分教师认为要实施新课程、新理论，就必须和传统教学模式划清界限，似乎不把传统教学模式批得体无完肤、一无是处，