Abstract
Reference
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- Booth, J. D., & Brown, K. E. (1985). Administrator’s role in the education of gifted and talented children (Report No. ECI180924). Reston, VA: ERIC Clearinghouse on Handicapped and Gifted Children. (ERIC Document Reproduction Service No. ED 262516).
- Dart, P. J. (1986). Effective collaborative administration: Concept and practice. Roeper Review, 9, 13–16.
- Marshall, S. P., Ramirez, M., Plinske, K., & Veal, C. (1998). Creating conditions for developing and nurturing talent: The work of school leaders. NASSP Bulletin, 82(595), 75–84.
- Norton, M. S., & Zeilinger, E. R. (1983). A principal’s handbook of programs for gifted students. NASSP Bulletin, 67(459), 102–106.
- Roeper, A. (1986). Participatory vs. hierarchical models for administration: The role of the principal. Roeper Review, 9, 4–10.
- Taylor, C. A. (1987). The role of the principal in the implementation of a gifted education program in a school. Gifted International, 4(2), 68–77.
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- Volume 26
- Issue 4
- Publication Date: Fall 2003
A Tale of Two Principals
Christine L. Weber, Rosemary Colarulli-Daniels, and Jill A. Leinhauser
The role of the principal as it relates to the education of gifted and talented children in programs and schools has been discussed in a variety of articles related to desired skills, competencies, or characteristics (Booth & Brown, 1985; Dart, 1986; Marshall, Ramirez, Plinske, & Veal, 1998; Norton & Zeilinger, 1983; Roeper, 1986; Taylor, 1987). Yet, the research is neither extensive nor recent, especially pertaining to the role of the elementary administrator of schools for gifted learners.
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