WorldCat Identities

Hockett, Jessica A.

Works: 5 works in 28 publications in 1 language and 2,847 library holdings
Genres: Case studies  Academic theses 
Roles: Other, Author
Classifications: LB1620, 373.2240973
Publication Timeline
Most widely held works by Jessica A Hockett
Exam schools : inside America's most selective public high schools by Chester E Finn( )

13 editions published in 2012 in English and Undetermined and held by 1,636 WorldCat member libraries worldwide

In this book the authors discuss academically selective public high schools as a way to give exceptionally able and high achieving youngsters the best education possible, while strengthening the United States' future intellectually leadership, economic vitality, and scientific prowess without sacrificing equal opportunity
Differentiation in the elementary grades : strategies to engage and equip all learners by Kristina Doubet( )

5 editions published between 2017 and 2018 in English and held by 923 WorldCat member libraries worldwide

In this comprehensive resource for elementary school teachers, Kristina J. Doubet and Jessica A. Hockett explore how to use differentiated instruction to help students be more successful learners--regardless of background, native language, learning preference, or motivation. They explain how to: Create a healthy classroom community in which students' unique qualities and needs are as important as the ones they have in common - Translate curriculum into manageable and meaningful learning goals that are fit to be differentiated - Use pre-assessment and formative assessment to uncover students' learning needs, tailor tasks accordingly, and ensure that students are "getting it"--Provide interactive learning experiences that encourage students to engage with both the content and one another - Present students with avenues to take in, process, and produce knowledge that appeal to their varied interests and learning preferences - Navigate potential roadblocks to differentiation. Each chapter provides a plethora of practical tools, templates, and strategies for a variety of subject areas developed by and for real teachers. Whether you're new to differentiated instruction or looking to expand your repertoire of its strategies, Differentiation in the Elementary Grades will show you classroom-tested ways to better engage students and help them succeed every day. Includes URL and password for free downloadable forms
Differentiation in middle & high school : strategies to engage all learners by Kristina Doubet( )

5 editions published between 2015 and 2016 in English and held by 326 WorldCat member libraries worldwide

This book explore how to use differentiated instruction to help students be more successful learners--regardless of background, native language, learning style, motivation, or school savvy
The influence of lesson study on how teachers plan for, implement, and understand differentiated instruction by Jessica A Hockett( Book )

2 editions published between 2010 and 2011 in English and held by 4 WorldCat member libraries worldwide

Primary Grade Teachers' Conceptions of Giftedness and Talent A Case-based Investigation by Catherine M Brighton( Book )

1 edition published in 2007 in English and held by 1 WorldCat member library worldwide

Despite the ongoing, extensive focus on the more equitable representation of gifted students from diverse populations, poor and minority students remain underserved by gifted education proportional to their representation in the broader student population (Donovan & Cross, 2002; U.S. Department of Education, 1993). One possible factor contributing to the continued under-representation of poor and minority students in gifted programs is an inadequate understanding of the roots of the problem in the earliest years of schooling. Failure to identify and develop talent in very young children has been linked to subsequent negative outcomes in cognitive, academic, social, and affective development (Neihart, Reis, Robinson, & Moon, 2002). The National Research Center on the Gifted and Talented (NRC/GT) at the University of Virginia conducted a two-phase, mixed-methods study designed to explore the beliefs and practices of teachers at the primary school level (grades K-2). Of particular interest were (a) teachers' beliefs about the nature of giftedness in young students; (b) teachers' beliefs about how giftedness is manifested and distributed across cultural and socioeconomic groups of young students; and (c) teachers' classroom practices related to talent development in the primary grades. In this way, the study considered both teachers' attitudes and beliefs about giftedness and the translation of these beliefs into instructional practices related to perceived student potential. In addition, the study explored the pedagogical potential of equipping teachers with context-specific lessons that incorporate strategies most likely to uncover and develop talent in previously unrecognized gifted students. The first phase of the project involved a multidisciplinary review of the relevant literature to determine those attributes, principles, and recommendations for identifying talent in at-risk, disadvantaged, and culturally diverse young children. The general themes from these literatures informed the development of a survey designed to assess primary grade teachers' beliefs, attitudes, and practices in regard to young gifted (or potentially gifted) students from diverse backgrounds. The second phase of the study involved intensive classroom observations by trained participant observers in primary grade classrooms in six diverse elementary schools. The purpose of this phase of the project was to extensively describe and document the classroom context and to determine the degree of consistency between teachers' philosophies about giftedness and talent and their classroom practices aimed at nurturing and developing talent in all students, particularly those from under-represented groups. Findings from both phases of this study revealed consistent patterns in four interrelated areas: (a) factors internal to the teacher, (b) forces on the teacher outside the self, (c) teacher behaviors, and (d) observable student behaviors and verbal responses which operate in concert to shape the course of talent development for typically underserved children in primary grade classrooms. (Separate chapters have references and appendices. Contains 8 tables and 1 figure.)
Audience Level
Audience Level
  Kids General Special  
Audience level: 0.14 (from 0.08 for Primary Gr ... to 0.81 for The influe ...)

English (25)