Su búsqueda
Resultados 5 recursos
-
Reviews the relationship between gifted programming and instrument development in terms of both historical perspective and the personal point of view of a researcher/practitioner. The interdependence and supportive components as well as the productive offspring of the two suggest the analogy of a compatible marriage. Specific tests designed to identify gifted children are reviewed as are the changing definitions of giftedness. New definitions and ways of identifying gifted underachievers using specific instruments are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
-
The report entitled A Nation at Risk: The Imperative of Educational Reform was prepared by the National Commission on Excellence in Education (1983). It brought great attention to the phenomenon of underachievement among gifted children, pronouncing that fully half of gifted children do not work to their abilities in school. Unfortunately, that report did not reference any basis for the calculation of that dramatic conclusion, so the percentage of underachievers is not clear and can be calculated in many ways. Although the exact percentage is not known, most educators agree that underachievement is a major problem. A broad definition of underachievement is a "discrepancy between children's school performance and their abilities" (Baum, Renzulli, & Hebert, 1995; Butler-Por, 1987; Colangelo, Kerr, Christensen, & Maxey, 1993; Dowdall & Colangelo, 1982; Emerick, 1992; Kedding, 1990; Lupart & Pyryt, 1996; Richert, 1991; Rimm, 1986a, 1995; Supplee, 1990; Whitmore, 1980; Wolfe, 1991), but that broad definition only alerts one to the fact that problems exist. Not all underachievement is attributable to psychological defensive patterns, the focus of this chapter. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)
-
This text was prepared as an introduction to the exciting field of gifted education. It is suitable for college undergraduate and graduate readers, for in-service teachers in elementary or secondary schools, for school psychologists, counselors, and administrators, and for parents of those bright but often bored and ignored gifted children and adolescents. The text provides an introduction—sometimes an in-depth one—to virtually all aspects of program planning and development, from (a) formalizing a statement of philosophy, rationale, goals, and objectives, to (b) identifying students, (c) outlining theory-based acceleration and enrichment activities, and (d) evaluating the ongoing to completed programs. Often, specific rating forms and questionnaires for identification or evaluation are presented as models that may inspire the creation of specific, program-relevant instruments. Also, lists of philosophy and goal statements, enrichment strategies, acceleration plans, strategies for teaching creative and critical thinking, and other central matters are described. Curriculum models that direct program planning and models that guide program evaluation also reviewed. In most cases, an underlying theory, or at least a good rationale, accompanies the strategies and suggestions. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: preface)
-
This chapter discusses whether gifted children are socially accepted and respected and how this varies with children's ages, specific school environments, and the extent of their giftedness. It also discusses what these gifted students can do to cope with their differences. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
-
This reprinted article originally appeared in Parenting for High Potential, March 2006. Based on a survey of 5,400 students from grades 3 to 8 and meetings with 400 students, the author explores the social-emotional landscape of today's middle schoolers. Regardless of how gifted children appear, fourth, fifth, and sixth graders, even among high achievers, have marked anxieties about social acceptance and popularity. The article counsels parents to let their gifted children enjoy their childhood—to challenge them in ways that feed their gifts, but without pushing them into early adulthood. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)
Explorar
Tipo de recurso
- Book (2)
- Book Section (2)
- Journal Article (1)
Año de publicación
- Entre 1900 y 1999 (2)
-
Entre 2000 y 2026
(3)
- Entre 2000 y 2009 (2)
-
Entre 2010 y 2019
(1)
- 2011 (1)