Gifted lives Freeman, Joan
2010., 2010, 20130513, 2013-05-13
eBook
This book reveals the dramatic stories of twenty outstandingly gifted people as they grew from early promise to maturity in Britain. Recorded over the last thirty-five years by award-winning ...psychologist, Joan Freeman, these fascinating accounts reveal the frustrations and triumphs of her participants, and investigates why some fell by the wayside whilst others reached fame and fortune.
These exceptional people possess a range of intellectual, social and emotional gifts in fields such as mathematics, the arts, music and spirituality. Through their particular abilities, they were often confronted with extra emotional challenges, such as over-anxious and pushy parents, teacher put-downs, social trip-wires, boredom and bullying in school and conflicting life choices. Their stories illustrate how seemingly innocuous events could have devastating life-long consequences, and confront the reader with intriguing questions such as: Does having a brilliant mind help when you are ethnically different or suffering serious depression? How does a world-class pianist cope when repetitive strain injury strikes, or a young financier when he hits his first million? What is the emotional impact of grade-skipping?
Joan Freeman's insights into the twists and turns of these lives are fascinating and deeply moving. She shows us that while fate has a part to play, so does a personal outlook which can see and grab a fleeting chance, overcome great odds, and put in the necessary hard work to lift childhood prodigy to greatness. Readers will identify with many of the intriguing aspects of these people's lives, and perhaps learn something about themselves too.
Specialized Schools for High-Ability Learners focuses on educational programming offered in nontraditional, publicly approved, and private settings, with important details about how to serve ...high-ability learners in specialized schools and deliver schoolwide educational change. Each chapter offers a differentiated resource for educators who are interested in designing and implementing programs in specialized school settings by providing a discussion of the critical components for inclusion in a carefully planned, coherent, and quality-minded K-12 curricular sequence. This book delivers a comprehensive discussion with recommendations for the learning experiences of high-talent students in specialized schools and alternatively approved educational programs. Through relevant research and practical applications, this compendium will help in developing high levels of talent among the next generation of competent critical thinkers.
Explorations in Giftedness Sternberg, Robert J.; Jarvin, Linda; Grigorenko, Elena L.
Cambridge University Press,
09/2010
eBook, Book
This book is a scholarly overview of the modern concepts, definitions, and theories of intellectual giftedness, and of past and current developments in the field of gifted education. The authors ...consider, in some detail, the roles of intelligence, creativity, and wisdom in giftedness and the interaction between culture and giftedness, as well as how giftedness can be understood in terms of a construct of developing expertise. The authors also review and discuss a set of key studies that address the issues of identification and education of children with intellectual gifts. This volume may be used as a summary overview of the field for educators, psychologists, social workers, and other professionals who serve intellectually gifted children and their families.
Giriş Üstün yeteneǧi tanılamada kullanılabilecek kesin bir ölçütün var olmayışı nedeniyle birden fazla ölçütün kullanılması ile birçok tanımın ortaya çıktıǧı görülmektedir (Trost, 2000). İlgili ...literatürde üstün yetenekli öǧrencilere ilişkin yapılan tanımlar incelendiǧinde üstün yetenekli öǧrencinin normal zekânın üstünde olma durumu, zekâ testlerinden yüksek düzeyde puan alma durumu, yüksek düzeyde merak ve öǧrenme isteǧi, görsel sanatlarda belirgin yetenek, matematikte gelişmiş analitik yetenekler, geniş kelime hazînesi, belirgin bir alana özgü yüksek kabiliyet, liderlik yeteneǧi, üretici düşünme yeteneǧi, özel ve genel akademik yetenek ve akranlarına göre daha iyi performans sergileme durumu olarak tanımlandıǧı görülmektedir (Matthews & Foster, 2005; Nevo & Rachmel, 2009; Plucker & Esping, 2014; Renzulli, 2012; Sternberg & Zhang, 1995; Van Tassel-Baska, 2005; Tucker & Hafenstein, 1997). Ayrıca üstün yetenekli bireyler, sosyal-duygusal, psiko-motor ve zihinsel alanların en az birinde veya yaratıcılıkta akranlarından daha iyi olan ve çevresel faktörlerle bu yeteneklerini geliştirilip üst düzey başarı sergileyen bireylerdir (Gagne, 2005; Moon, 2007). Bu noktada sınıf öǧretmenleri üstün yetenekli öǧrencileri belirleme ve yönlendirme sürecinde önemli bir role sahiptir (Clark, 2002; Sanders & Rivers, 1996; Sanders vd., 1997; Siegle, 2001). Çünkü sınıf öǧretmenleri üstün yetenekli öǧrencilerin belirlenme sürecinde öǧrencilerle etkileşime giren en etkin role sahip öǧretmendir. Bu sayı dikkate alındıǧında Türkiye'nin üstün yetenekli öǧrencilerin eǧitimine yönelik ciddi adımlar attıǧını göstermektedir. İlgili literatür incelendiǧinde üstün yetenekli öǧrencilere yönelik yıllara göre yayın sayıları arttıǧı görülmektedir.
This practical, easy-to-read book explores the basics of parenting gifted children, truly giving parents the “introductory course” they need to better understand and help their gifted child. Topics ...include myths about gifted children, characteristics of the gifted, the hows and whys of advocacy, social and emotional issues and needs, strategies for partnering with your child’s school, and more. Parenting Gifted Children 101 explores ways for you to help your child at home and maximize your child’s educational experience with strategies that are based on research but easy to implement. Each chapter—from parenting twice-exceptional students to navigating the possible challenges that school may hold for your child—contains resources for further reading and insights from more than 50 parents and educators of gifted children.
In these uncertain and challenging times, we need to help gifted students find their purpose and work toward finding a passion in their work and life. These new perspectives are both brilliant and ...practical and represent a synthesis of wisdom and experience. The new perspectives address the need to identify and nurture diverse students using scenarios and simulations and an active involvement in observing differentiation to learn how to identify and serve gifted students. We have unpreceded opportunity, with access to technology, to engage in collaborative research and program development across disciplines and internationally. In conclusion, there is deep wisdom here for gifted students, their parents and teachers, who can all benefit from exploring these new perspectives.
The disproportional representation of students from various demographic subgroups within identified gifted and talented populations has long frustrated policy makers, education advocates, researchers ...practitioners within the field, and those concerned with societal inequality in general. Despite the prevalence of articles in the media reporting on disproportional representation, little research has been conducted to track whether (a) the representation of these student subgroups, particularly students with limited English proficiency or students with disabilities, has changed over time or (b) states with and without policies differ in proportional representation of students identified with gifts and talents. For example, increasingly, gifted education advocates have pushed for mandates that all students be screened for gifted program eligibility as a way to combat disproportionality, despite little evidence that such methods influence proportionality. Therefore, this study sought to understand whether and how state and national gifted program demographics have changed over time and how proportionality is correlated with state mandates for gifted education identification or services. A preprint of this paper as well as additional figures are available at: https://osf.io/325m9/.
This study illustrates the consequences of accounting for or ignoring teacher variability in student ratings in conjunction with combination rules when identifying students for gifted services in one ...rural primary school. Teachers (n = 16) rated 282 first-- and second grade students on creativity, motivation, mathematics, and science. Results indicated the most variability in how teachers used the science scale and the least variability in the mathematics scales. Further, teachers rated female students higher than male students in motivation, but not on any other scale. More students were identified if the top students were identified in each class versus the top students in each grade level, and largely, the students who were identified within their classrooms were not the same students who were identified within their grade level. And as expected, OR rules resulted in the highest number of students identified. Implications and recommendations are discussed.
A cooperative publication of the National Association for Gifted Children and Prufrock Press, Serving Gifted Students in Rural Settings provides a framework for educating the gifted in rural ...settings. The book outlines practical, theoretical, and evidence-supported approaches for understanding, teaching, and leading programs for this unique population. Case study vignettes and practical ideas for administrators and teachers are combined with theoretical applications.The first of three sections in the book outlines the various philosophies and current status of rural education. The second section focuses on practical strategies and evidence-supported approaches for identifying and serving rural gifted students based on their unique geography. Section three highlights support structures that are necessary for leading and supporting gifted education in rural schools. This book helps bridge the gap existing between rural education and accessible, effective gifted education.
Low-income and minority students are substantially underrepresented in gifted education programs. The disparities persist despite efforts by many states and school districts to broaden participation ...through changes in their eligibility criteria. One explanation for the persistent gap is that standard processes for identifying gifted students, which are based largely on the referrals of parents and teachers, tend to miss qualified students from underrepresented groups. We study this hypothesis using the experiences of a large urban school district following the introduction of a universal screening program for second graders. Without any changes in the standards for gifted eligibility, the screening program led to large increases in the fractions of economically disadvantaged and minority students placed in gifted programs. Comparisons of the newly identified gifted students with those who would have been placed in the absence of screening show that Blacks and Hispanics, free/reduced price lunch participants, English language learners, and girls were all systematically “underreferred” in the traditional parent/teacher referral system. Our findings suggest that parents and teachers often fail to recognize the potential of poor and minority students and those with limited English proficiency.
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