This book offers an overview of programmes designed to support the learning of gifted and talented students in STEM subjects, both to allow them to meet their potential and to encourage them to proceed towards careers in STEM areas. The chapters from a range of national contexts report on perspectives, approaches and projects in gifted education in STEM subjects. These contributions provide a picture of the state of research and practice in this area, both to inform further research and development, and to support classroom teachers in their day-to-day work. Chapters have been written with practitioners in mind, but include relevant scholarly citations to the literature. The book includes some contributions illustrating research and practice in specific STEM areas, and others which bridge across different STEM subjects. The volume also includes an introductory theoretical chapter exploring the implications for gifted learners of how 'STEM' is understood and organized within the school curriculums.

According to experts in educational measurement, current and past performance remains the best single predictor of future performance. This book seeks to maximize individual and institutional efforts to support students optimal development, specifically their talents. The Talent Record introduced a common language, cataloging, and recording levels of talent achieved thus far on a Talent Profile page. Communicating accomplishments in a common language across talent fields unites the ever-changing team of individuals associated with a child's development and advances meaningful educational practice.

Enrich learning outcomes for gifted students through proven creativity strategies! Written by experienced teachers, this resource helps elementary school teachers use creativity strategies to enhance gifted students' learninguto stimulate higher level thinking, discovery and invention. The book includes chapters on reading, writing, social studies, mathematics, science, and the arts; incorporates technology where appropriate; and answers common questions such as: How can I best inspire gifted students within my present curriculum? What creative strategies work best in specific subject areas? How can I tie creative processes to specific learning outcomes? How do I determine the effectiveness of a creative strategy? How can I encourage my students to explore new avenues for thinking and learning?

As our educational system extends its resources and efforts to help make schools and classrooms more accessible to handicapped and special education students, teachers are finding themselves overwhelmed with increased demands, overcrowding, and lack of adequate training in managing all the necessary demands of an inclusion classroom. Inadvertently, instructional time and resources are often taken away from our gifted children. Jam-packed with very successful ideas and activities that the author has used in her 37 years of teaching gifted students, this resource guide contains field-tested activities that have excited and worked for all educational levels. It offers educators and parents the best of all worlds, containing educational activities and competitions not just for the gifted child, but for all children.

A History of American Gifted Education provides the first comprehensive history of the field of gifted education, which is essential to recognizing its contribution to the overall American educational landscape. The text relies heavily on primary documents and artifacts as well as essential secondary documents such as the disparate historical texts and relevant biographies that already exist. This book commences its investigation of American gifted education with the founding of the field of psychology and subsequently gifted education at the early part of the 20th century and concludes just over a century later with the passage of the No Child Left Behind Act in 2001.

A History of American Gifted Education provides the first comprehensive history of the field of gifted education, which is essential to recognizing its contribution to the overall American educational landscape. The text relies heavily on primary documents and artifacts as well as essential secondary documents such as the disparate historical texts and relevant biographies that already exist. This book commences its investigation of American gifted education with the founding of the field of psychology and subsequently gifted education at the early part of the 20th century and concludes just over a century later with the passage of the No Child Left Behind Act in 2001.

This current guide shows teachers how to develop the talents and skills of students who are gifted and talented and features the real stories of gifted individuals. Written by gifted education expert Dorothy Sisk, this practical book offers techniques, strategies, and lessons for working with gifted students who may experience difficulties associated with excitabilities identified by psychologist Kazimierz Dabrowski and that include: Intellect Emotion Physical energy, sometimes perceived as ADHD Kinetic energy Creativity Perfectionism

Introduces a novel approach in goal setting for gifted learners: Purposeful Empowerment in Goal Setting Features ready-to-use forms, resources, tools, and strategies to empower gifted learners in goal setting and goal achieving Ideal for gifted school counselors, classroom teachers, and academic coaches

This book offers an overview of programmes designed to support the learning of gifted and talented students in STEM subjects, both to allow them to meet their potential and to encourage them to proceed towards careers in STEM areas. The chapters from a range of national contexts report on perspectives, approaches and projects in gifted education in STEM subjects. These contributions provide a picture of the state of research and practice in this area, both to inform further research and development, and to support classroom teachers in their day-to-day work. Chapters have been written with practitioners in mind, but include relevant scholarly citations to the literature. The book includes some contributions illustrating research and practice in specific STEM areas, and others which bridge across different STEM subjects. The volume also includes an introductory theoretical chapter exploring the implications for gifted learners of how 'STEM' is understood and organized within the school curriculums.

Following the publication of the House of Commons Education Select Committee Report in 1999, the Department of Education and Employment has set up a number of initiatives, including Excellence in Cities, to address the problematic issues relating to provision for gifted and talented pupils in primary and secondary schools. This book rehearses and develops further the central idea put forward by the authors in the first edition titled Educating Able Children that teachers remain the essential resource to ensure appropriate provision for gifted and talented pupils. They suggest ways in which teachers may become an effective and efficient resource; consider how teachers might take advantage of current initiatives to facilitate their own professional development; provide ideas at classroom, departmental and school level to facilitate appropriate provision, and include a comprehensive and up to date list of resources.

How can primary and secondary schools best identify and provide for pupils with talents in the creative arts and sport? This book contains a range of practical and inclusive strategies to help schools enable and encourage pupils to make the most of their talents, including: -a fresh look at definitions of talent -advice on identifying talented pupils in primary and secondary schools -information on the unique needs and characteristics of talented pupils -guidance on the role of both in-school and out-of-school provision -a whole-school audit, to assess provision in the talent area -advice on developing whole-school and departmental policies for talented pupils Aimed at gifted and talented coordinators, teachers and school managers, this book will also benefit leaders of extra-curricular activities, and parents.

Drawing on theories of child development and on research in the processes of learning, this book examines the challenges that children, parents and teachers may face at various stages of a child's development. Children whose development is unusual in any way may experience particular challenges in forming relationships and in making good progress in school. If we are to help children of exceptional ability to develop into confident and well-adjusted young people, we need to understand what lies behind many of the common frustrations and problems some of them may experience. This book looks at ways in which supportive learning environments can be created in which children and young people's abilities can be nurtured and encouraged. Ways in which the school curriculum can be extended and enriched to maintain children's interest and enthusiasm in their learning are also explored. This will be of particular interest to parents, teachers and educational psychologists, to teachers in training, and to other professionals who support the work of families and schools.

First Published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.

This book explores the circulation and reception of popular discourses of achieving girlhood, and the ways in which girls themselves participate in such circulation. It examines the figure of the achieving girl within wider discourses of neoliberal self-management and post-feminist possibility, considering the tensions involved in being both successful and successfully feminine and the strategies and negotiations girls undertake to manage these tensions. The work is grounded in an understanding of media, educational, and peer contexts for the production of the successful girl. It traces narratives across school, television and online in texts produced for and by girls, drawing on interviews with girls in schools, online forum participation (within the purpose-built site www.smartgirls.tv), and girls' discussions of a range of teen dramas.

The authors of this book offer practical help to teachers in making day-to-day provision for the able in their classroom. Designed mainly for secondary teachers, teacher educators and senior managers, the book draws together a range of good practice in provision for the most able across all national curriculum subjects. The recommendations for classroom practice are underpinned by sound theoretical perspectives and provide a framework for teachers to evaluate and develop their own provision for able pupils.

Thinking Like an Engineer focuses on high-interest, career-related topics in the elementary curriculum related to engineering. Students will explore interdisciplinary content, foster creativity, and develop higher order thinking skills with activities aligned to relevant content area standards. Students will complete design challenges, visit with an engineer, and investigate real-world problems to plan feasible engineering solutions. Thinking Like an Engineer reflects key emphases of curricula from the Center for Gifted Education at William & Mary, including the development of process skills in various content areas and the enhancement of discipline-specific thinking and habits of mind through hands-on activities. Grade 4

Dispelling common myths about acceleration, the author describes what it is, what forms it takes and what it can do for gifted students--intellectually, socially, and emotionally. Case studies and illustrations of specific mindsets offer readers a new perspective on how prevailing attitudes have influenced their districts and deprived students of opportunities to develop their talents. This guidebook also presents nuts-and-bolts guidance for: Implementing and applying accelerated learning strategies in different school settings Providing accelerated learning opportunities for underserved groups, such as multicultural and urban poor students

In this compelling book, more than 40 years of research and development are highlighted in a collection of articles published by Joseph S. Renzulli and his colleagues. Renzulli's work has had an impact on gifted education and enrichment pedagogy across the globe, based on the general theme of the need to apply more flexible approaches to identifying and developing giftedness and talents in young people. This collection of articles and chapters has strong foundational research support focusing on practical applications that teachers can use to create and differentiate learning and enrichment experiences for high potential and gifted and talented students.

Includes specific thinking models for teaching English language arts, social studies, and STEM Ideal for teachers who are looking for ways to differentiate and design lessons for their highest achieving students Highlights units and models from Vanderbilt University's Programs for Talented Youth curriculum.

* Helps teachers/leaders incorporate social justice themes and lessons into their curriculum; aligns well with CCSS * Written practically and accessibly to make it easy for readers to engage with * Features ready to use rubrics and assignment sheets as well as access to digital resources.

* Helps teachers/leaders incorporate social justice themes and lessons into their curriculum; aligns well with CCSS * Written practically and accessibly to make it easy for readers to engage with * Features ready to use rubrics and assignment sheets as well as access to digital resources.

Children with both giftedness and special educational needs are often found in the mainstream classrooms. This essential resource provides an overview of existing knowledge about dual and multiple exceptionality (DME), examining the needs of gifted and talented children from both the class teacher's and SENCo's perspectives. Diane Montgomery explores both the specialist interventions that some children will need at least for part of their school life, as well as the general inclusive provision that every school can develop to meet the needs of all children. Focusing on evidence-based identification throughout, chapters in this accessible book cover: An analysis of the terms 'giftedness and talent' and the different methods that can be used for identifying them and assessing their limitations Identifying and supporting a range of difficulties, syndromes and disorders such as dyslexia, dyscalculia, DCD, ASD, ADHD and SEBD How to manage classroom behaviour, improve school ethos and create a DME-friendly school through inclusive teaching and learning This invaluable resource will assist you in creating a DME friendly school, help to integrate learners with a range of difficulties and enable them and others to learn.

* Provides gifted educators with a researcher-based model for effective professional learning to increase equity in their programs. * Offers practical tools and strategies to help the reader absorb, reflect on, and then use in professional learning with fellow teachers, parents, and gifted advocates. * Acknowledges that a one-size-fits-all professional learning model does not work for everyone and provides practical ways to tailor the experience to individual learning communities.

* Features terms describing common feelings or emotions that gifted children may experience to help students identify and engage with their experiences, and communicate this to parents/teachers. * Useful tool for teachers/parents looking to understand the social-emotional lives of advanced learners. * Each term includes a description, case scenario to illustrate the concept in action, and then suggestions for how to move past/process the emotion/feeling.