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Unlike some other reproductions of classic texts (1) We have not
used OCR(Optical Character Recognition), as this leads to bad
quality books with introduced typos. (2) In books where there are
images such as portraits, maps, sketches etc We have endeavoured to
keep the quality of these images, so they represent accurately the
original artefact. Although occasionally there may be certain
imperfections with these old texts, we feel they deserve to be made
available for future generations to enjoy.
Unlike some other reproductions of classic texts (1) We have not
used OCR(Optical Character Recognition), as this leads to bad
quality books with introduced typos. (2) In books where there are
images such as portraits, maps, sketches etc We have endeavoured to
keep the quality of these images, so they represent accurately the
original artefact. Although occasionally there may be certain
imperfections with these old texts, we feel they deserve to be made
available for future generations to enjoy.
Unlike some other reproductions of classic texts (1) We have not
used OCR(Optical Character Recognition), as this leads to bad
quality books with introduced typos. (2) In books where there are
images such as portraits, maps, sketches etc We have endeavoured to
keep the quality of these images, so they represent accurately the
original artefact. Although occasionally there may be certain
imperfections with these old texts, we feel they deserve to be made
available for future generations to enjoy.
Unlike some other reproductions of classic texts (1) We have not
used OCR(Optical Character Recognition), as this leads to bad
quality books with introduced typos. (2) In books where there are
images such as portraits, maps, sketches etc We have endeavoured to
keep the quality of these images, so they represent accurately the
original artefact. Although occasionally there may be certain
imperfections with these old texts, we feel they deserve to be made
available for future generations to enjoy.
Unlike some other reproductions of classic texts (1) We have not
used OCR(Optical Character Recognition), as this leads to bad
quality books with introduced typos. (2) In books where there are
images such as portraits, maps, sketches etc We have endeavoured to
keep the quality of these images, so they represent accurately the
original artefact. Although occasionally there may be certain
imperfections with these old texts, we feel they deserve to be made
available for future generations to enjoy.
Unlike some other reproductions of classic texts (1) We have not
used OCR(Optical Character Recognition), as this leads to bad
quality books with introduced typos. (2) In books where there are
images such as portraits, maps, sketches etc We have endeavoured to
keep the quality of these images, so they represent accurately the
original artefact. Although occasionally there may be certain
imperfections with these old texts, we feel they deserve to be made
available for future generations to enjoy.
This book provides an opportunity for researchers, professionals,
and practitioners working directly with gifted individuals to
engage with and examine the concept of underachievement of highly
capable and talented individuals from different perspectives.
Chapters written by experts in gifted education from diverse
backgrounds explore underachievement in principle, illuminate
underachievement as a response to written and unwritten policy and
practice, showcase ranges of intellectual capability outside of
traditional academic subjects, shift deficit views of not meeting
rigid expectations to honoring interests and cultural values of the
individual, and provide suggested and proven practices and services
as solutions to bridge the gaps in achievement and performance for
gifted and talented students. Expertly blending theory with
practice, Underachievement in Gifted Education is a must read for
all practitioners, educators of gifted individuals, and researchers
seeking more opportunities to help students align how they choose
to exhibit their talent and efforts with external and internal
expectations, personal interests, and cultural values to reach
their maximum potential.
This book provides an opportunity for researchers, professionals,
and practitioners working directly with gifted individuals to
engage with and examine the concept of underachievement of highly
capable and talented individuals from different perspectives.
Chapters written by experts in gifted education from diverse
backgrounds explore underachievement in principle, illuminate
underachievement as a response to written and unwritten policy and
practice, showcase ranges of intellectual capability outside of
traditional academic subjects, shift deficit views of not meeting
rigid expectations to honoring interests and cultural values of the
individual, and provide suggested and proven practices and services
as solutions to bridge the gaps in achievement and performance for
gifted and talented students. Expertly blending theory with
practice, Underachievement in Gifted Education is a must read for
all practitioners, educators of gifted individuals, and researchers
seeking more opportunities to help students align how they choose
to exhibit their talent and efforts with external and internal
expectations, personal interests, and cultural values to reach
their maximum potential.
This book addresses critical issues related to appropriately
servicing gifted students with other learning exceptionalities,
also known as twice exceptional (2e) students. Utilizing a social,
emotional, and cultural lens, it extends beyond the historical
cognitive discussion within the domains of special and gifted
education and draws on a variety of interpreted perspectives,
featuring leading authors, experts, and specialists from several
countries and from different academic disciplines and backgrounds.
The collection offers a balance between theoretical/methodological
and empirical chapters to provide a discourse for
operationalization and implementation of services that best serve
the educational and individualized needs for a diverse group of
students.This work demonstrates the importance of knowing and
attending to the social, emotional and cultural dimensions of 2e
students while simultaneously fostering the appropriate cognitive
skill development for whole-child well-being.
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