We know that gifted and talented students need to be supported at all levels of learning and development, and this strategy will cover early childhood settings, schools and the transition into higher education as well.
What does GATS stand for?
GATS stands for Gifted and Talented Students
This definition appears somewhat frequently and is found in the following Acronym Finder categories:
- Organizations, NGOs, schools, universities, etc.
See other definitions of GATS
We have 43 other meanings of GATS in our Acronym Attic
- Gestion Active de la Troisième Période de l'Accouchement (French: Active Management of the Third Stage of Childbirth; healthcare)
- Great American Trailer Park Musical (play)
- Great American Truck Racing
- Ground Antenna Transmit and Receive (satellite communications; US NASA)
- Ground-to-Air Transmit & Receive
- Guided Advanced Tactical Rocket (US DoD)
- Greater Attleboro Taunton Regional Transit Authority (Massachusetts)
- GBU-15 Automatic Test Station
- General Access Time Slot
- General Agreement on Trade in Services
- Giving Aid to Seniors of Tennessee, Inc.
- Global Adult Tobacco Survey (World Health Organization)
- Global Automotive Telematics Standard
- GPS Aided Target System
- GPS/ATCCS Tracking System
- Great American Trucking Show
- Guidance Acceptance Test Set
- Gyro Accelerometer Test Set
- Guide to the Assessment of Test Session Behavior (children's IQ testing)
- Gate Assisted Turnoff Thyristor
Samples in periodicals archive:
The Texas Association for the Gifted and Talented (TAGT) is an organization of educators and parents dedicated to meeting the unique needs of gifted and talented students.
101 Success Secrets for Gifted Kids: The Ultimate Handbook" is a guide for gifted and talented students who may find their label to be a burden at times and the challenges before them daunting.
As a school or district administrator, you may be asked to defend programs and practices for gifted and talented students when questioned by parents, teachers, or community members.
students with disabilities, students from poverty, females, Asian/Pacific Islanders, African Americans and Latinos; see, for example, Ford & Grantham, 2003; Plucker, 1996; Reis, 2003; Saccuzzo, Johnson, & Guertin, 1994), only recently has serious attention been drawn to the educational concerns of gifted and talented students whose native language is not English (Bernal, 2002).
Career counseling of gifted and talented students must acknowledge the unique career and life development issues that may impact their career planning.
This paper describes a four-year collaborative field experience between an elementary teacher of gifted and talented students (grades 3-5) and a reading professor at a university site.
The story is a witty farce, perfect for gifted and talented students who probably rarely find a book about people like themselves.