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Winner of NAGC's 2021 Book of the Year Award This edited book,
written by authors with extensive experience in working with gifted
students from low-income households, focuses on ways to translate
the latest research and theory into evidence-supported practices
that impact how schools identify and serve these students. Readers
will: Learn about evidence-supported identification systems, tools,
and strategies for finding students from low-income households.
Discover curriculum models, resources, and instructional strategies
found effective from projects focused on supporting these students.
Understand the important role that intra- and interpersonal skills,
ethnicity/race, families, school systems, and communities play.
Consider the perceptions of gifted students who grew up in
low-income households. Learn how educators can use their
experiences to strengthen current services. Unlocking Potential is
the go-to resource for an up-to-date overview of best practices in
identification, curriculum, instruction, community support, and
program design for gifted learners from low-income households.
Conceptual Frameworks for Giftedness and Talent Development
explores current and enduring theories and comprehensive models of
giftedness and talent development. Each chapter: Includes a
description of the model, theory, or framework. Shares the most
important implications of each model, including underrepresentation
and social justice issues. Includes discussion questions for use
with students and professionals. The editors also consider common
issues across conceptual frameworks, such as the degree to which
achievement defines giftedness, the goal of gifted education, and
the role of psychosocial factors. This is a comprehensive reference
for scholars and practitioners in the field, as well as those
studying at the graduate level.
What is giftedness? How do talents develop? Are gifted people
"different"? How can gifted children be recognized and supported in
their development? Based on the authors’ many years of expertise
in giftedness research and education practice, this book answers
these and many other questions about giftedness and talent
development in a scientifically sound and at the same time
application-oriented way. This new volume offers an up-to-date
overview of the theoretical foundations, pioneering studies, and
research findings on gifted children and adolescents, and explores
evidence-based options for diagnostics and support. The development
of giftedness as well as the characteristics of gifted students,
such as performance-related attributes and temperament traits, are
also examined. This book is of interest to child psychologists and
psychiatrists, educational and school psychologists, educators, and
students, and is an ideal textbook for self-study or for those
training to become a professional.
This volume explores how early potential develops into high
performance in five domains: sport (specifically golf and team
sports), the professions (medicine, software engineering, and
professional teams), academics (mathematics and psychology), the
performing arts (dance and acting), and the producing arts
(culinary arts and drawing/painting). The chapters address many
questions: What does "raw" potential in a specific domain looks
like? How can those abilities be nurtured and grown, and what
psychosocial skills are necessary for this development? The
Psychology of High Performance examines similarities and
differences within and between domains and includes several
personal interviews with "gatekeepers"-experts in a field whose
professional judgment determines whether individuals' developed
abilities are good investments for further instruction and
coaching. With its mix of scholarship and personal interviews, this
book brings new insights based on psychological science and best
practice to inform educators, parents, coaches, and psychologists
guiding young people on their path to becoming high performers.
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