This book is an essential tool if schools are to achieve effective ways forward with those students who are unhappy; disaffected and therefore unable to cope with the present system' - "SNIP

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This is a valuable and well-written book which deserves to be widely read' - "Support for Learning

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The structure of the book is well organized and the use of marginal summaries is particularly use for those wishing an overview of the key themes from the book' - E"ducational Psychology in Practice

HIGHLY COMMENDED TES/NASEN BEST ACADEMIC BOOK AWAR"D 2001

Susan gained her doctorate by researching the experiences of young people who had become disaffected with school. Here, she uses that information to provide a fascinating insight into the feelings and views of those young people who are hard to motivate. What we learn from her work is that we might not like what we hear, we might not agree with what we hear, but, if we are to include these young people in our schools, then we must listen to them.

This book very cleverly combines the academic study with a practical, accessible format. Margin summaries allow the browser to find relevant material. Most importantly, the book provides teachers with suggestions on how to better provide for the pupils who are hard to reach and hard to teach.

'This new edition advocates an inclusive approach and updates current theories, research and best practices in the field. The text incorporates 21st century skills, cultural perspectives and international education, and focuses on how to create appropriately challenging activities for the young gifted and talented child' Gillian Eriksson, Coordinator: Gifted Education Program, School of Teaching, Learning and Leadership, University of Central Florida 'This expanded edition builds on Margaret's approach to teaching and learning, making us think how we can best include gifted and talented children in our early years settings. By providing opportunities for young children to learn from each other and from their communities and families, gifted and talented young learners can be appropriately challenged and recognised within an inclusive setting' -Peter Merrotsy, Senior Lecturer in Gifted and Talented Education, University of New England, Australia Combining theoretical perspectives with practical activities, this book offers clear guidance on how to ensure you and your setting can identify and provide for very young children in your care who are gifted and talented. With an emphasis on providing the best learning opportunities for all, there is specialist advice for all staff working in early years settings. New to this new edition is: - information on recent research and new thinking in the field - international views of gifted and talented young children - links to the early years curriculum - new activities and ideas - extended coverage for young children aged 3 to 6 There are lots of ideas for things to try out in your setting, and photocopiable practical activities for parents to try out at home. Margaret Sutherland is a Lecturer in Additional Support Needs at the University of Glasgow and Director of the Scottish Network for Able Pupils (SNAP).

The second edition of Handbook for Counselors Serving Students With Gifts and Talents provides the definitive overview of research on the general knowledge that has been amassed regarding the psychology of gifted students. This book: Introduces the reader to the varied conceptions of giftedness. Covers issues specific to gifted children and various intervention methods. Describes programs designed to fulfill the need these children have for challenge. Is updated and expanded, addressing contemporary issues. Reflects the latest research on giftedness. With chapters authored by leading experts in the field, Handbook for Counselors Serving Students With Gifts and Talents is a resource professionals can turn to for answers to a wide variety of questions about gifted children.

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.

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.

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.

'This book is an essential resource for all those in Early Years settings; providing invaluable information about addressing the wide range of aspects involved in developing effective provision for able learners' - Nursery World 'This book is essential reading for all those involved in Early Years. It proves that good provision for Gifted and Talented is good provision for all children.' - Johanna M Raffan, Founder Director, NACE Do you want to know more about how you can influence and impact gifted young children's beliefs about their ability? This book explores the way staff impact learner beliefs about ability and suggests ways that staff can support young children as they develop. The book contains practical ideas for: - giving feedback and praise - structuring activities to help shape and recognise high ability - creating a challenging learning environment - developing citizens of the future. Aimed at children who are gifted and talented, the book is applicable to staff seeking to shape and influence learning for all children in early years settings.

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.

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.

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.

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.

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.

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

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.

Focusing on the link between gifted education and general education, the articles in this volume reveal the benefits of differentiating curriculum and instruction, discuss impediments to the successful adoption of differentiation in classrooms and school districts, and show how educators can collaboratively overcome these obstacles.

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.

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.>

In this fascinating book, Ellen Winner uncovers and explores nine myths about giftedness, and shows us what gifted children are really like.Using vivid case studies, Winner paints a complex picture of the gifted child. Here we meet David, a three-year-old who learned to read in two weeks KyLee, a five-year-old who mastered on his own all of the math concepts expected by the end of elementary school and Nadia, an autistic and retarded savant" who nevertheless could draw like a Renaissance master.Winner uses her research with these and several other extraordinary children, as well as the latest biological and psychological evidence, to debunk the many myths about academic, musical, and artistic giftedness. Gifted Children also looks at the role played by schools in fostering exceptional abilities. Winner castigates schools for wasting resources on weak educational programs for the moderately gifted. Instead, she advocates elevating standards for all children, and focusing our resources for gifted education on those with extreme abilities,children who are left untouched by the kinds of minimal programs we have today.

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.