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Gifted Lives What Happens When Gifted Children Grow Up?
This book reveals the dramatic stories of twenty outstandingly gifted people as they grew from early promise to maturity in Britain. Recorded over the last thirty-five years by award-winning psychologist, Joan Freeman, these fascinating accounts reveal the frustrations and triumphs of her participants, and investigates why some fell by the wayside whilst others reached fame and fortune.
These exceptional people possess a range of intellectual, social and emotional gifts in fields such as mathematics, the arts, music and spirituality. Through their particular abilities, they were often confronted with extra emotional challenges, such as over-anxious and pushy parents, teacher put-downs, social trip-wires, boredom and bullying in school and conflicting life choices. Their stories illustrate how seemingly innocuous events could have devastating life-long consequences, and confront the reader with intriguing questions such as: Does having a brilliant mind help when you are ethnically different or suffering serious depression? How does a world-class pianist cope when repetitive strain injury strikes, or a young financier when he hits his first million? What is the emotional impact of grade-skipping?
Joan Freeman's insights into the twists and turns of these lives are fascinating and deeply moving. She shows us that while fate has a part to play, so does a personal outlook which can see and grab a fleeting chance, overcome great odds, and put in the necessary hard work to lift childhood prodigy to greatness. Readers will identify with many of the intriguing aspects of these people's lives, and perhaps learn something about themselves too.
eBook
Fostering giftedness: : challenges and opportunities
\"This book contains two parts. The first part, Chapters 1 to 14 provide a systematic insight into key aspects of gifted students starting from different approaches to defining giftedness, then identifying the gifted, their role in the society, gender differences, socio-emotional development, mentoring gifted students, creating an optimal environment for their development, evaluating the work of the gifted, underachievement of the gifted, methods and programs of working with the gifted, use of modern technologies in teaching gifted students, and training of teachers to work with the gifted population. The second part of the manuscript includes a case study, or empirical research on the development of students gifted in mathematics. The research method is explained first, including a description of the participants and data collection instruments. The research conducted is a case study showing the development of gifted mathematicians both in schools and in the family environment, from early childhood to higher education. The research includes many factors in the family environment such as: socio-economic and educational status of parents, learning conditions, number of children in the family, parents' assistance with school obligations, parents' reaction to children's successes and failures, punishment, etc. The research also includes many in-school factors that could have a positive or negative, motivating or restraining effect on the development of the mathematical gift of the respondents. Some of these factors are: identification of the gifted, methods of working with them, rewards, punishments, programs of working with them, teacher-student relations, and the like. In addition to the development of respondents in the family and school environments, their motivation was also investigated. Based on the interviews conducted with the respondents, the factors that induced our respondents to develop into mathematically gifted students were presented. The development of students gifted in mathematics is also described on the basis of the analysis of their pedagogical documentation, through which their abilities outside mathematics were determined, along with whether there were any crucial moments that had a positive or negative effect on them, i.e. their mathematical development. Finally, the results of the research were summarized and the factors that could have contributed to the mathematical gift of the respondents were listed. Moreover, certain recommendations are given to parents and teachers for more efficient work with the gifted population\"-- Provided by publisher.
BOOK
Collaboration, Coteaching, and Coaching in Gifted Education
This must-have resource provides gifted education teachers, specialists, and coordinators with methods and strategies for successful coplanning, coteaching, coaching, and collaboration with a variety of school professionals. At the classroom level, collaboration enables effective management of differentiation and increases educators understanding of gifted students needs. As part of a program of services, effective collaboration can serve as a vehicle for professional learning through a focus on shared responsibility and re lection. Collaboration, Coteaching, and Coaching in Gifted Education provides the tools and how-to steps for facilitating and maintaining collaborative work in order to challenge and support gifted students all day, every day. The book includes considerations for working with special populations, including twice-exceptional students, underachievers, and culturally, linguistically, and economically diverse learners, as well as meeting students social-emotional needs, collaborating with families and communities, and advocating for gifted education.
eBook
Essentials of gifted assessment
\"Early identification and intervention ... benefits gifted students who may otherwise never realize their full potential. [This book provides] an evidence-based overview of what makes students gifted, how giftedness is best identified, and strategies for promoting achievement in high-ability students\"--Page 4 of cover.
Book
Üstün Yetenekli Çocuğa Sahip Ebeveynlerin Çocuklarının Gelişimini Desteklemek için İhtiyaç Duydukları Becerilerin Belirlenmesi
Ziegler (2005) Üstünlüğün Aktiotop Model'inde, eğitimsel süreçlere yapılan ekonomik ve alt yapısal desteklerin yanı sıra, sosyal ve toplumsal destekleri de içeren eğitimsel sermayenin önemine değinmektedir. Siegle (2022) tarafından geliştirilen Başarı Odaklı Model de ÜY bireylerin başarılı olması için çevresel desteğin önemini vurgulamaktadır. Bu çalışmalardan da görüldüğü üzere, çalışmalar daha çok durum tespitiyle sınırlı kalmaktadır (Jolly & Matthews, 2012). Ebeveynler problem çözme becerilerine sahip olsalar da ebeveyn yetkinlikleri sınırlı kalmaktadır (Coşkun vd., 2019). ÜY çocuğa sahip ebeveynlerin, çocuklarının yetenek gelişimi (Feldman & Piirto, 2002), akademik yönleri (Hertzog & Bennett, 2004), ve sosyal-duygusal süreçlerini (Papadopoulos, 2021; Tam & Phillipson, 2013) destekleme konusunda farkındalık sahibi olmaları gerekmektedir (Reichenberg & Landau, 2009). Alanyazın incelendiğinde, ÜY çocukların sosyo-duygusal ihtiyaçları irdelendiği ve ebeveynlerin bu ihtiyaçlara da etki ettiği görülmektedir (Papadopoulos, 2021; Tam & Phillipson, 2013). Ancak bazı araştırmalar, ebeveynlerin yanlış tutumlarının bu çocukların akademik başarılarını ve sosyo-duygusal gelişimlerini olumsuz etkilediğini ortaya koymaktadır (Gallagher & Smith, 2013; Tam & Phillipson, 2013).
Journal Article
“It May Be a Luxury, but Not a Problem”: A Mixed Methods Study of Teachers’ Attitudes towards the Educational Needs of Gifted Students in Norway
This study aims to investigate Norwegian primary teachers’ attitudes towards gifted students and gifted education and discuss their potential impact on their pedagogical practices. In Norway, gifted education is a relatively non-existent phenomenon, and this research field has been scarcely explored in the Norwegian context and teacher education. The Official Norwegian Report NOU 2016:14 highlights a reluctance among Norwegian teachers to cater to gifted students, indicates a lack of training for teachers in identifying and differentiating gifted education, and points out a need for more research within the Norwegian context. In an earlier study, we showed that Norwegian teachers reported having little formal or non-formal education on the theme of gifted education and that few were aware of the abovementioned report. This study aims to investigate Norwegian primary teachers’ attitudes towards gifted students and gifted education and discuss their potential impact on their pedagogical practices. Data in the study are collected through an online mixed methods survey in a small municipality in Norway. An interesting finding is that culture significantly influences teachers’ attitudes towards gifted education. We argue that teachers’ attitudes should be more informed by evidence-based practice and less by culture, as it can impact gifted students’ access to equal and adapted education.
Journal Article
Methods & Materials for Teaching the Gifted
The completely revised and updated fifth edition of Methods and Materials for Teaching the Gifted
provides a comprehensive examination of the most current research and best practices in the field of gifted education. Chapter authors are recognized researchers, practitioners, and leaders in the field of gifted education. Chapters include topics such as identifying gifted students, addressing the needs of twice -exception al and culturally and linguistically diverse learners, designing curriculum, developing critical and creative thinking, differentiating instruction, and encouraging talent development. The chapters are organized to promote critical thinking and discussion about each topic. This text is a complete resource curated for a wide range of K-12 educators and those working with inservice and preservice educators and administrators.
eBook