This title addresses the tension between high achievement and popularity in secondary schools, exploring the sociological impact of this in the lives of young people. How do some students manage to excel in their studies and be popular while other high achievers are treated as social outcasts? This lively and accessible text looks at the relationships between gender, race and social class, and attainment and popularity, for high achieving pupils. The internationally renowned authors present a lucid theoretical framework that reflects the complexity of these issues, placing them within the broader context of the policies which cause and constrain particular behaviours among teachers and pupils. The authors draw together empirical data, bringing the realities of young people to life and presenting the lessons that can be learnt to enhance the educational achievement of all students. Issues covered include: the social consequences for the 'too hardworking'; the tension between high achievement and popularity; and, the classroom practices adopted by pupils accomplishing popularity and high achievement. This is an engaging text for advanced undergraduate and postgraduate students exploring the debates on identity and achievement.

Designed specifically for school psychologists and school counselors, this volume is intended to serve as a practical and easy-to-use resource for working with gifted students, their teachers, and their parents and families. It provides timely, practical, evidence-based techniques and guidelines to help these practitioners better help an underserved group. The book will be written in a user-friendly style that will make this a quick, simple, and easy reference. Topics to be covered include identification and assessment of gifted students; important information for understanding the needs of the gifted; counseling and psychotherapy strategies; career counseling for gifted and talented students, methods for working with the families of the gifted; and legally-correct and ethically-smart counseling techniques. An accompanying CD will contain valuable resources such as counseling forms, monitoring tools, and parent handouts.

Containing pressing evidence of how young, gifted female learners are in jeopardy of falling below their potential as they grow older, this book examines ways to support female gifted education. Exploring the key to success for many gifted girls through ways of increasing their expression, collaboration with others, and self-esteem, the book is a proponent of strengthening the individualilty within all gifted females. The author leads each chapter with a vignette on a particular gifted student that captures the problem scenarios that many gifted girls face (i.e. derision from peers, overexcitable behavior, etc.) and then offers insight and explains ways to resolve the issues. As each story unfolds and creates a powerful theme about female empowerment, the rest of the book is filled with practical strategies to help gifted girls and will be an encouraging guide for both parents and teachers alike. Since many gifted female students struggle with their identity while hurdling over growing socio-cultural pressures, the development of their personal strength and resilience is important to the continuation of female gifted learning.

This book is designed to help Ku8 teachers identify a studentAEs areas of potential giftedness and provide appropriate activities and units of study to develop and nurture their talents. Strengthening instruction by helping educators identify childrenAEs strengths early, Identifying and Enhancing the Strengths of Gifted Learners, K-8: Easy-to-Use Activities and Lessons offers challenging and engaging lessons and activities that lead to immediate informal assessment of studentsAE strengths and needs. The materials cover the cognitive, affective, and creative areas and assist teachers in planning programs and learning experiences to develop studentsAE abilities, including 'analysis activities' to extend and enrich the everyday curriculum.

Developed for teachers of English and literacy, this rich resource incorporates higher-level thinking and reading strategies that promote academic achievement for both gifted learners and struggling students. Susan E. Israel, Dorothy A. Sisk, and Cathy Collins Block, recognized leaders in the fields of reading and literacy, provide teachers with tools to create collaborative literacy classrooms where students can generate ideas independently, discuss them, and then develop new concepts within a group environment. Collaboration boosts critical thinking skills and helps develop and enrich reading, writing, speaking, and thinking experiences not just for gifted readers, but for all learners! You'll gain important insights on: * Understanding how collaborative literacy affects gifted students and your entire classroom * Building collaborative literacy using specific resources such as adaptable lessons and activities * Creating an enriched collaborative literacy environment for all students * Involving parents in collaborative literacy learning * Stimulating creativity to increase critical thinking and develop richer comprehension Develop higher-level thinking and reading strategies to help your students become independent researchers, writers, and readers!

'This is an excellent book which is organised for teachers, heads of schools, and those specifically involved with very able youngsters. Many ideas are provided in this book for teachers to follow in order to render their professional expertise appropriate for helping youngsters with high ability' - Dr L. F. Lowenstein, Educational, Clinical and Forensic Psychological Consultant Using ideas that have been tried and tested in the classroom, this book takes a whole school approach to providing appropriate challenge and support for gifted and talented pupils in an inclusive educational setting. Packed with practical ideas for meeting the needs of gifted pupils and containing plenty of case studies that show what can be achieved, this book also provides advice on: " Defining and Identifying giftedness and talent; " Strategies for resolving underachievement by gifted and talented pupils; " Dual exceptionality and removing barriers to attainment; " support strategies for gifted and talented pupils (in schools and in LEAs); " different teaching and learning strategies, such as differentiation and enrichment; " devising a tailored curriculum to meet the needs of individual able pupils. Gifted and Talented Co-ordinators, class teachers, LEA Advisers and Learning Support Teachers looking for a whole-school approach to helping more able pupils develop their abilities to the fullest potential will find this book invaluable.

Gifted students that are at-risk because of learning disabilities, gender issues, and/or economical disadvantages are highlighted in this volume, which also discusses methods for resolving the issues that prevent these students from realizing their promise.

Articles in this volume address the affective needs of special populations of high-ability students, such as underachievers, who are at risk of not reaching their potential. Preventive strategies and intervention techniques are discussed.

Explores the most predominant and compelling theories on the multiple facets of giftedness, the validity of available assessments, and the development of giftedness and talent.

The readings in this volume report on specific programme evaluations, offer critical guidance in the development and utilization of instruments for assessing Gifted and Talented programmes, and provide stimuli for the discussion of issues surrounding G/T programme evaluation.

Raising some of the most challenging questions in the field, this call-to-arms focuses on the important service gifted programmes provide, the potential crisis gifted educators face, and what must be done to keep the gifted child movement alive and well.

Misconceptions about the connection between creativity and giftedness are debunked, and dynamic means of recognizing, assessing, and nurturing creativity are discussed.

This volume addresses the underrepresentation of culturally diverse and/or economically disadvantaged students in gifted and talented programmes, from the inadequate identification process to culturally unsavvy programming and programme staffing.

Major themes include nature versus nurture in arts talent development, crystallizing experiences, teacher empowerment, and collaboration between school and community members in identifying talented art students.

The articles in this volume address the numerous challenges educators face in their attempts to accurately identify gifted and talented students. Solutions to these challenges and avenues of future exploration are also discussed.

Various forms of grouping and acceleration are studied in this volume, along with recommendations for implementation that will ensure appropriately challenging educational opportunities for gifted students.

This book is about bilingual young people who have been selected by their families to carry out the hard work of interpreting and translating to mediate communication between themselves and the outside world--between minority and majority communities. It examines the experiences of these young interpreters and the skills they develop in order to fulfill this role.
The authors' purpose in this volume is to contribute to extending current definitions of "gifted" and "talented, " by proposing and offering evidence that the young people who are selected to serve as family interpreters perform at remarkably high levels of accomplishment when compared with others of their age, experience, and environment, and should thus clearly be included in the 1993 U.S. federal definition of giftedness.
They maintain that not only are these capabilities currently overlooked by existing assessment procedures, but also that there is little understanding of the ways in which the unique talents of young interpreters might be nurtured and developed in academic settings.
A strong case is made that in order for such students to be identified as gifted on the basis of their bilingual abilities, the field of gifted and talented education must embrace the concept that bilingualism is a strength. The field must also make developing bilingualism a focus of programs designed to meet the needs of the increasingly multilingual student population in the United States.
The research this book reports--part of a larger five-year study of giftedness through linguistic and cultural lenses, funded by OERI through the National Research Center on the Gifted and Talented--was conducted by researchers whose background is very much outside the field of gifted education. Rather, their focus is on language, working within the traditions of qualitative sociolinguistics. Thus, this book offers a unique approach to the exploration of giftedness. It asks researchers and practitioners ordinarily accustomed to working with quantitative data to examine and make sense of detailed and rich analyses of students' linguistic performance, and argues that it is only by understanding the challenges of such bilingual interactions that the field of gifted and talented education can expand and reframe its vision of giftedness.

This book sets out the educational challenges, benefits and possibilities of embracing a truly inclusive approach to gifted and talented education and provides a framework for a school to create its own inclusive policy in this area of need.

Calling on international research, current educational initiatives, and work within the Barrow Education Action Zone (EAZ) and elsewhere, the authors set out to demonstrate that the inclusion and standards agendas can - and should - take with them the growing interest in the educational needs of gifted and talented pupils. The result is a short but comprehensive and fundamentally practical book, which will be of value to any school or LEA wishing to create and implement a dynamic, reflective and inclusive policy for gifted and talented pupils.

It is increasingly common for children with autism to attend mainstream schools. In this book, the authors use their expertise and considerable experience of working with and observing pupils with autism to exemplify the challenges faced in the classroom. Most importantly, they suggest practical strategies for successfully meeting pupil's learning needs. The case studies bring to life the everyday concerns of young people, their parents and teachers, and provide different contexts for the demonstration of good practice.>

The findings of the workshop, part of the program of the Council for Cultural Cooperation of the Council of Europe, is designed to provide information that the ministries of education in the several member states can use to prepare policy decisions. Reviews the research on gifted children and adoles

The Scales for Rating the Behavioral Characteristics of Superior Students are commonly referred to as the Renzulli Scales or Renzulli-Hartman Scales . Now in its third edition, the Renzulli Scales are the nation's most popular tool for identifying gifted children. Supported by 40 years of research, the Renzulli Scales are used by gifted and talented programs across the country. This standardized instrument is completed by teachers and provides an effective method for identifying gifted children. The Renzulli Scales are designed to obtain teacher estimates of a student's characteristics in the following areas: Learning Characteristics Creativity Characteristics Motivation Characteristics Leadership Characteristics Artistic Characteristics Musical Characteristics Dramatics Characteristics Communication Characteristics (Precision) Communication Characteristics (Expressiveness) Planning Characteristics Mathematics Characteristics Reading Characteristics Technology Characteristics Science Characteristics Each scale contains multiple items that are rated using a Likert-type scale. The first four scales (learning, creativity, motivation, and leadership) are used by most schools that use the Scales. The remaining 10 scales are focused on specific areas. They are used by schools when those areas seem appropriate for a gifted program's goals. For example, a program serving gifted math students would use the mathematics scale, a science academy would use the science scale, etc. Research shows that gifted children tend to exhibit certain observable behaviors, such as using advanced vocabulary, grasping underlying principles, and making generalizations from complex information. The Renzulli Scales asks teachers to rate children in comparison to their peers on a host of these observable behaviors. The children who score high on the scales are more likely to be gifted. Using a tool like the Scales, a school can narrow the number of students who will be fully evaluated for a gifted program. The items were chosen from a comprehensive body of research concerning the characteristics of gifted students. Based on a multiple talent approach to the identification of gifted students, the scales help identify student strengths. To explore the full collection of Renzulli Scales print and online resources, please visit: https://www.routledge.com/go/scales-for-rating-the-behavioral-characteristics-of-superior-students.

The Scales for Rating the Behavioral Characteristics of Superior Students are commonly referred to as the Renzulli Scales or Renzulli-Hartman Scales . Now in its third edition, the Renzulli Scales are the nation's most popular tool for identifying gifted children. Supported by 40 years of research, the Renzulli Scales are used by gifted and talented programs across the country. This standardized instrument is completed by teachers and provides an effective method for identifying gifted children. The Renzulli Scales are designed to obtain teacher estimates of a student's characteristics in the following areas: Learning Characteristics Creativity Characteristics Motivation Characteristics Leadership Characteristics Artistic Characteristics Musical Characteristics Dramatics Characteristics Communication Characteristics (Precision) Communication Characteristics (Expressiveness) Planning Characteristics Mathematics Characteristics Reading Characteristics Technology Characteristics Science Characteristics Each scale contains multiple items that are rated using a Likert-type scale. The first four scales (learning, creativity, motivation, and leadership) are used by most schools that use the Scales. The remaining 10 scales are focused on specific areas. They are used by schools when those areas seem appropriate for a gifted program's goals. For example, a program serving gifted math students would use the mathematics scale, a science academy would use the science scale, etc. Research shows that gifted children tend to exhibit certain observable behaviors, such as using advanced vocabulary, grasping underlying principles, and making generalizations from complex information. The Renzulli Scales asks teachers to rate children in comparison to their peers on a host of these observable behaviors. The children who score high on the scales are more likely to be gifted. Using a tool like the Scales, a school can narrow the number of students who will be fully evaluated for a gifted program. The items were chosen from a comprehensive body of research concerning the characteristics of gifted students. Based on a multiple talent approach to the identification of gifted students, the scales help identify student strengths. To explore the full collection of Renzulli Scales print and online resources, please visit: https://www.routledge.com/go/scales-for-rating-the-behavioral-characteristics-of-superior-students.

Classroom Management for Gifted and Twice-Exceptional Students Using Functional Behavior Assessment assists educators in understanding how to identify and target behaviors that influence the success of students and daily classroom instruction. Each module: Provides case studies with examples of the concepts being taught. Includes presentations, interactive graphic organizers, and small-group problem-solving activities. Offers self-assessments and resources for developing interventions. May be used within a university course, a series of workshops, or professional teacher learning communities. Uses functional behavior assessment (FBA), a successful research-based approach to behavioral interventions. Using this book, teachers can learn to manage student behavior and implement differentiation in the classroom.

The education of gifted and talented pupils is an established domain of study but research in the area has increased dramatically, particularly in the past fifteen years. The reason for this burgeoning interest relates principally not to conventional educational concerns but rather to the desire of governments around the world to maximize intellectual capital better to compete in a globalized economy. Nurturing those with exceptional ability is now seen as a societal necessity rather than simply an educational objective. A secondary aspect of this societal interest relates to equity; gifted and talented programmes are at the forefront of national and international educational policy and they are increasingly being adopted in the pursuit of meritocracy as a mechanism to improve life chances and to stimulate social mobility.

As serious thinking about and around the education of the gifted and talented continues to flourish, this new title in the Routledge series, Major Themes in Education, meets the need for an authoritative reference work to codify and make sense of the field s literature. Edited by Deborah Eyre, the founding Director of the world-renowned Academy for Gifted and Talented Youth at the University of Warwick, this new Major Work brings together in four volumes the foundational and the best cutting-edge scholarship. The editor has drawn on the most important and influential research from a broad range of countries to create a one-stop mini library which describes and analyses the rationale and purposes of gifted education. Particular attention has been paid to the controversies surrounding definitions and the identification of giftedness, and the collection provides a substantial overview of best practice in relation to education in schools and classrooms, as well as special programmes. The material gathered also closely considers the substantial hurdles that may face children identified as especially gifted.

Gifted and Talented Education is fully indexed and has a comprehensive introduction, newly written by the editor, which places the collected material in its historical and intellectual context. It is an essential library purchase and is destined to be valued by scholars and students as well as by educational policy-makers as a vital reference work and research tool.

Gifted children are quick on the uptake, can be frustrated by repetition and easily become impatient when unchallenged. Challenging the Gifted Child outlines a tried and tested approach for encouraging able children to focus their active minds in a productive way and discover the joy and value of reading. The author explains the criteria for choosing appropriate reading for the child and describes ways to help deepen their understanding of both literature and language. Using examples from the author's extensive experience, this book encourages the development of independent learning skills and will help parents and educators to create a personalized reading programme for a gifted child at home or small groups of children in school. Photocopiable materials are included, along with samples of reading lists for different age groups. This book provides practical advice for working with advanced young readers and will be an ideal resource for anyone who has responsibility for educating a gifted child.