Su búsqueda
Resultados 8 recursos
-
The cognitive, social, and emotional characteristics of gifted students that lead to underachievement remain misunderstood by many educators. There are still myths that maintain that gifted students should excel in every academic endeavor, and whenever they don't, this is simply them underachieving. There are those who do not acknowledge, let along address, the learning disabilities of gifted student when they co-exist. On the other hand, when students are in a position to move on when ready or compact the curriculum when they have obviously mastered the content, some educators will not extend learning with more rigorous content, also causing the students not to maximize their academic talents. The impactful reality of underachievement of gifted students can generate scars (negative implications) for their entire lives in terms of identity and talent development. As such, the authors emphasize the importance of continuing education for all teachers, of continual and updated training. All students deserve to learn at a pace and level which are respectful (appropriately rigorous, challenging, and responsive to their learners' profile. And it is the responsibility of all educators to strategically and effectively appeal to the unique needs of each student. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
-
“Covert Bullying in Education of Gifted Students at School” reminds the reader that gifted students have, does, and will always represent a small sub population of individuals within the school environment. The author offers facts and links between social dynamics and giftedness within the class setting that may not be explicit or readily detectable, and that can be as much as surprising for many readers. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)
-
“Gifted Bullies, Targets, and Bystanders: A Mental Health Perspective” introduces the characters and their roles in bullying within gifted programming. Peterson explains that due to the potential impact on the mental health of bullies, targets, and spectators, the bullying of and by gifted young people deserves attention. This chapter explores motivation and vulnerability; types and effects of bullying; prevention and intervention; and school responsibilities. Peterson points out attributes associated with giftedness that can con tribute to gifted students’ vulnerability to anxiety, depression, post-traumatic stress, and suicide. Legal options and example court cases are discussed as a last resort for addressing bullying. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)
-
In this chapter, Gatto-Walden incorporates decades of qualitative research on therapeutic interventions with gifted children. She explains how distinctive traits of giftedness coupled with feelings of isolation distinguishes gifted children from their classroom peers, make it difficult to find and maintain friend ships, and become likely targets for antagonistic bullies. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)
-
“Gifted and Bullied: Understanding the Institutional Victimization of Identified, Unidentified, and Underserved Gifted Students” introduces a more-in-depth look at the relationship between giftedness and bullying. In this chapter, Collins expands discussion of victimization beyond peer-to-peer bullying to include institutional programmings’ role in creating isolating environments that foster this phenomenon. A current, public event and two case studies highlighting twice exceptional American boys are provided, and important implications, accountability, and recommendations for G/T administrators and educators are offered. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)
-
Attitudes toward the gifted in a social environment can be either encouraging or inhibiting for their development. The phenomenon of the complexity of giftedness is attracting more attention from numerous researchers. A pluralistic approach to the phenomenon of giftedness opens the way to an empirical validation of the phenomenon, but the abundance of empirical materials from both the twentieth and the twenty-first centuries provide no unambiguous results. The empirical data suggest an increasing percentage (20%t and more) of the gifted are unsuccessful (i.e., the phenomenon of underachievers in schools). This chapter highlights empirical, independent research projects of Krneta, as well as some other relevant researchers. The results obtained from the relevant samples from Bosnia, Herzegovina, and Croatia may be useful to other educational systems in the region, due to the similarities between the Balkan countries. The findings reflect the social context of the countries from the region (i.e., in transition) and may be related to the education of the gifted, the brain drain, and the capacities of the (local) economy to employ the gifted and to use their creative capacities. Implications include a need to design adequate educational support for gifted students and communication in schools. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
-
In this chapter, the authors highlight that many gifted children and adolescents are targets of teasing and bullying more than peers with typical development. The initial findings from a case-study at LabTalento, The Italian Laboratory of Research and Development of Potential, Talent and Giftedness at the University of Pavia is presented. The authors affirm that typical risk factors for bullying victims are similar to many traits prevalent within the intellectually gifted population—gifted children are usually felt and perceived as different from their peers; often stand out as “quirky,” “strange,” or “weird,” and they may have unusual interests for their age that further isolate them. A call for further research and implications for practitioners are highlighted. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)
-
This chapter is grounded in the supposition that competitive, varsity-level sports serve as a source that has not been utilized to identify academically gifted students who may have been overlooked and/or underserved, due to the discriminatory nature in which educational systems have historically regarded and identified giftedness in students. There are some scholar-athletes whose kinesthetically gifted traits may otherwise go undervalued and be misperceived as physical talent only. As such, this is a lost opportunity to translate these strengths for academic success, resulting in incomplete development of the gifts and talents, which is another form of underachievement that affects potential in and out of the classroom. The chapter provides an example that offers an ethnographic and anecdotal vignette. It illuminates the positive impact of the intersectionality (compounded effects of overlapping conditions) of a student-athlete's diverse expression of gifts and talents. The authors have laid out evidence and processes that support observing and translating athletic talent as an identified gift to address unidentified and academically-undervalued talents of gifted scholar-athletes. They integrate kinesiology to understand the psychology and cognitive processes behind athletic talent as displayed by on-field cognitive skills. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
Explorar
Tipo de recurso
Año de publicación
- Entre 2000 y 2026 (8)