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Critical issues and practices in gifted education: What the research says

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Tipo de recurso
Book
Title
Critical issues and practices in gifted education: What the research says
Abstract
Critical Issues and Practices in Gifted Education: What the Research Says is the definitive reference book for those searching for a summary and evaluation of the literature on giftedness, gifted education, and talent development. The book presents more than 50 summaries of important topics in the field, providing relevant research and a guide to how the research applies to gifted education and the lives of gifted children. This second edition updates every topic with new research and introduces several critically important topics such as cluster grouping, Response to Intervention, programming standards, educational leadership, and legal issues. This book provides an objective assessment of the available knowledge on each topic, offers guidance in the application of the research, and suggests areas of needed research. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)
Edition
2nd ed.
Date
2014
Publisher
Prufrock Press Inc.
Place
Waco, TX
# of Pages
765
URL
https://www.proquest.com/books/critical-issues-practices-gifted-education-what/docview/1627944045/se-2?accountid=15299
Archive
APA PsycInfo®
Loc. in Archive
1627944045; 2013-41470-000
Language
en-US
Extra
Publication Title: Critical issues and practices in gifted education: What the research says (2nd ed.) abstractTranslation: Critical Issues and Practices in Gifted Education: What the Research Says es el libro de referencia definitivo para aquellos que buscan un resumen y una evaluación de la literatura sobre la superdotación, la educación de los superdotados y el desarrollo del talento. El libro presenta más de 50 resúmenes de temas importantes en el campo, proporcionando investigaciones relevantes y una guía sobre cómo la investigación se aplica a la educación de los superdotados y a las vidas de los niños superdotados. Esta segunda edición actualiza cada tema con nuevas investigaciones e introduce varios temas de importancia crítica, como la agrupación de clústeres, la respuesta a la intervención, los estándares de programación, el liderazgo educativo y las cuestiones legales. Este libro proporciona una evaluación objetiva del conocimiento disponible sobre cada tema, ofrece orientación en la aplicación de la investigación y sugiere áreas de investigación necesarias. (Registro de la base de datos PsycInfo (c) 2024 APA, todos los derechos reservados) (Fuente: portada)
Enlace
Notas

Última actualización - 2024-11-26

TOCDataText - Acknowledgements; Introduction [by] Jonathan A. Plucker and Carolyn M. Callahan; Academic competitions; Academic competitions / Stuart N. Omdal and M. R. E. Richards / 5-13; Acceleration: The fair and equitable intervention for highly able students / Susan G. Assouline, Maureen Marron and Nicholas Colangelo / 15-28; Administrative leadership in gifted education / Tarek C. Grantham, Kristina H. Collins, and Kenneth T. Dickson / 29-46; Advanced placement and international baccalaureate programs / Holly Hertberg-Davis and Carolyn M. Callahan / 47-63; Advocacy / Julia Link Roberts / 65-76; Autism spectrum disorder and intellectual giftedness / Jordan L. Wade and Ronald E. Reeve / 77-93; Bullying / Jean Sunde Peterson / 95-108; Cluster grouping / Marcia Gentry / 109-117; Cognitive characteristics of the gifted: Reconceptualized in the context of inquiry learning and teaching / Tanya Chichekian and Bruce M. Shore / 119-131; College programming for gifted students: Honors and early entrance program / Anne N. Rinn / 133-142; Conceptions of giftedness / Tracy Missett and Kim McCormick / 143-157; Counseling gifted and talented students: Critical issues for school-based services / Susan G. Assouline, Nicholas Colangelo, and Nanseol Heo / 159-172; Creativity: Definitions and conceptualizations / Qin Li and James C. Kaufman / 173-182; Creativity: Development and enhancement / Ronald A. Beghetto / 183-196; Differentiated instruction / Carol Ann Tomlinson / 197-210; Early childhood education / Nancy B. Hertzog / 211-222; Enrichment / E. Jean Gubbins / 223-236; Ethnically diverse students / Frank C. Worrell / 237-253; Excellence gaps / Nathan Burroughs and Jonathan Plucker / 255-265; Gender issues / Carolyn M. Callahan and Thomas P. Hébert / 267-280; Gifted programming standards / Susan K. Johnsen / 281-295; Gifted rural students / Amy Price Azano / 297-304; Highly gifted students / Jae Yup Jung and Miraca U. M. Gross / 305-314; Homeschooling gifted children / Robert Kunzman / 315-322; Identification of gifted students / James H. Borland / 323-342; Intelligences outside the normal curve: Co-cognitive factors that contribute to the creation of social capital and leadership skills in young people / Joseph S. Renzulli and Stephanie L. D'Souza / 343-361; Legal issues in gifted education / Stephanie Klupinski, Bryan Rothenberg, and Nicholas Uzl / 363-375; Matching curriculum, instruction, and assessment for the gifted / Joyce VanTassel-Baska / 377-385; Mathematics gifted education / M. Katherine Gavin and Jill L. Adelson / 387-411; Mentors and mentorships / Carolyn M. Callahan and Robin Kyburg Dickson / 413-426; Motivation and goals / Pamela R. Clinkenbeard / 427-437; Musical giftedness / Katherine D. Strand and Brent M. Gault / 439-450; Neural bases of giftedness / Sharlene D. Newman and Evie Malaia / 451-464; Nonverbal assessment and identification / Kristofor Wiley and Marguerite M. Brunner / 465-479; Parenting / Jennifer L. Jolly and Michael S. Matthews / 481-492; Personal talent theory and high-ability youth / Sidney M. Moon / 493-504; Professional development for novice and experienced teachers / E. Jean Gubbins / 505-517; Reading and talented readers / Sally M. Reis / 519-532; RtI as a framework for meeting the needs of gifted learners / Mary Ruth Coleman / 533-544; School choice / Matthew C. Makel and Jonathan A. Plucker / 545-552; Science / Cheryll M. Adams and Rebecca L. Pierce / 553-566; Self-concept and the gifted / Michael S. Matthews / 567-575; Service delivery models / Stephen T. Schroth / 577-591; Social and emotional traits of gifted youth: A critical analysis of research / Kristofor Wiley and Thomas P. Hébert / 593-607; Social studies and gifted learners: What does the research say / Jessica A. Hockett / 609-622; Special schools for the gifted / Matthew T. McBee and Samantha Fields / 623-631; Talent search / Paula Olszewski-Kubilius and Dana Thomson / 633-643; Teacher characteristics and high-ability learners / Ann Robinson / 645-658; Thinking and learning styles / David Yun Dai / 659-669; Twice-exceptional learners / M. Layne Kalbfleisch / 671-689; Underachievers / D. Betsy McCoach and Del Siegle / 691-706; Using technology to support the unique needs of gifted learners: Promise and challenges / Thomas Brush, Krista Glazewski, Anne Ottenbreit-Leftwich, and Jamie Baker / 707-722; Visual and performing arts talent development / Jane Piirto / 723-734; About the editors; About the authors; Index

Fecha de revisión - 20141117

PubXState - TX

Citación
Critical issues and practices in gifted education: What the research says (2nd ed.). (2014). Prufrock Press Inc. APA PsycInfo® (1627944045; 2013-41470-000). https://www.proquest.com/books/critical-issues-practices-gifted-education-what/docview/1627944045/se-2?accountid=15299
Enlace a este registro
https://biblioaci.nous.es/publicaciones/M233KXBD