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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)
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This book has been compiled to examine the nature of various patterns that influence the development of talent in children and young adults. The selections focus on the role of the home, the self, and the schooling process and on the extent to which each informs the talent development process. Neither prospective nor retrospective studies of giftedness account fully for the complex path to high-level talent development and adult eminence. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: introduction) "Patterns of Influence on Gifted Learners" will be a valuable resource for courses in the education of the gifted, and for in-service teachers, parents, educators, advocates for the gifted, and other professionals in the field. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: cover)
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Using first-hand experiences and case studies from practitioners in a wide variety of settings, "Advances in Art Therapy" explores new and innovative developments in applications, methodology, and training. Many of the topics have never before appeared in any book. Art therapy has expanded far beyond its original applications in psychiatric treatment settings and schools for the emotionally disturbed or mentally handicapped. A significant addition to the field, "Advances in Art Therapy" will prove invaluable to art therapists, therapists who use art therapy in their work, psychologists, psychiatrists, counselor, teachers, and students. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: jacket)
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This book is designed to present knowledge that has accumulated from empirical research and from experience in the field to teachers in regular classrooms, i.e., to the "end-of-the-line-user." The choice of topics and the structure of the book reflect its goals. The book is divided into two sections. The first is devoted to presentation of the 4 X 4 model of giftedness that I have developed, the three guiding principles for teaching gifted and talented children in regular classrooms, computer application programs in gifted education, and a unique administrative arrangement that combines the pull-out and mainstreaming approaches. In the second section of the book the emphasis shifts from general principles to research and practice in specific subject matter areas: the language arts, science, mathematics, social studies and foreign languages. This book is written for educators of the gifted and talented—teachers, counselors, educational specialists, and administrators—and for college and university students who plan to work in this field. It may be read with profit by professional workers in other specialized areas of special education, by the parents of gifted and talented children, and by those interested in education in general. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: preface)
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In short, intelligence needs to be defined socially (Doise and Mugny, 1984) so as to account for the origin of the social issues involved in its measurement, those 'natural' divisions (Moscovici, 1968) which persist even into socialist societies with their claim of classlessness. Rather than looking for the answer [the definition of intelligence] in the development of scientific conceptions of intelligence or of the workings of the intellect (see Sternberg, 1982; Fry, 1984a), we have deliberately chosen to investigate the social representations of intelligence, or in other words ordinary, everyday attitudes to intelligence, which are often less naïve than they appear. This approach is fully justified, given a recognition that conceptions of intelligence are actually social constructions, with a multiplicity of significances which, as we shall hope to show, are related to different social integrations. In the end, we should at least be in a better position to distinguish between myth and reality in the notion of intelligence (Salvat, 1976). We shall observe how a representation is constructed, similar to what we are accustomed to think of as the ideology of giftedness, and designed to domesticate the socio-cognitive unfamiliarity created by the differences in intelligence between individuals. It is a process, as we shall see, which implies some kind of information shortage and direct, significant experience of inter-individual differences of a sort typically found among parents (simply by virtue of being parents) and among teachers during the gradual process of socialisation into their chosen function. These are two of the adult socialisations—and we shall be looking at the others as well—which have a determining effect on the development of representations of intelligence. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: preface)
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The field of developmental psychology is itself developing, growing and changing at a rapid rate. The chapters in this volume attest to the diversity of domains with which developmental psychologists are concerned and to the notion of development as a life long process. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: book) The contributions in this volume reflect the high level of research currently underway in many parts of the world in the area of developmental psychology, with ten countries from five continents represented in the book. The volume shows the extent to which theorizing and research is currently focused on different portions of the life span. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: publicity materials)