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"Harris, Carole Ruth"
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Applied Practice for Educators of Gifted and Able Learners
This book is a comprehensive study and guide for the classroom teacher, the gifted program coordinator, and the graduate student, who are challenged daily to provide for individual children who differ markedly but come under the umbrella of giftedness. It serves as a wellspring that derives from theory while it offers practical application of theoretical construct in a wide variety of international settings from leaders in the field who demonstrate implementation of proven and field-tested techniques and alternative scenarios to accommodate every classroom situation.
eBook
Domains in Leadership: Jewish Women in the Former Soviet Union and Western Women
This article presents research directed to the role of emerging women leaders as catalysts in heritage education. The sample of 300 women who convened in Kiev, Ukraine, represents 79 communities in the Former Soviet Union and 8 Western countries. Based on information from field questionnaires, 12 subjects from the Newly Independent States (NIS) were selected for in-depth interviews. Open-ended questionnaires, reiterating interview questions, then were distributed to all NIS women. Findings in nine major domains are discussed: political and economic change, communication and isolation problems, health, cultural regeneration, ethnicity, self-esteem, empowerment, traditional roles, and future vision. Commentary on meaning, outcomes, and implications of the research is included. [PUBLICATION ABSTRACT]
Journal Article
Creativity in the Gifted Child
While creativity can be present with other aspects that constitute giftedness, it can also emerge as a distinct, separate strength that overshadows the presence of other areas. The creatively gifted child is often a divergent, lateral thinker in a convergent, sequentially ordered world.
Book Chapter
Culturally Derived Program Development for Gifted Students
The scene was from an unusual project for severely disadvantaged gifted children during 1985 and 1986 that made a difference, brought about change, and had longterm results. This chapter describes the field-based ethnographic research, the teacher training component, and the identification methods that preceded the curriculum project design and implementation.
Book Chapter
Individualized Programs for Gifted with Various Talents
This chapter is directed to development of programs for students who demonstrate unusual gifts and talents in specific areas. Gifted children with special talents are as different from other gifted children as are gifted from average children. According to Osborn (1996), the intellectually gifted can be defined as those within an IQ range of 120 to 160+, with the range from mildly gifted to exceptionally gifted.
Book Chapter
Language Arts for Gifted Students
Gifted children often demonstrate advanced ability in language arts early (Clark, 1992; Sousa, 2009), comprehend verbal implications, utilize sophisticated language and linguistic subtleties such as intonation, are able to argue convincingly, and develop writing, reading, and spelling skills rapidly (Stage & Wagner, 1992).
Book Chapter
Social Studies for Gifted Students
Social Studies is an overarching term with widening, ever-changing applications that has few defined boundaries and touches upon a plethora of academic disciplines related to the ways in which society operates.According to The American Heritage Dictionary (Houghton Mifflin Company, 2000) the term, “Social Studies” is“A course of study including geography, history, government, and sociology, taught in secondary and elementary schools.”
Book Chapter
Looking Back, Looking Forward: Catch me a Poem
Renzulli, J., 1977, The enrichment triad model: A guide far developing defensible programs for the gifted and talented., Mansfield Center, CT, Creative Learning Press. Gifted child program offers challenge for the talented., New Rochelle, NY, Standard Star, p. A10.
Journal Article