4 edition of Patterns of influence on gifted learners found in the catalog.
Patterns of influence on gifted learners
Includes bibliographies and index.
|Statement||edited by Joyce L. VanTassel-Baska and Paula Olszewski-Kubilius.|
|Series||Education and psychology of the gifted series|
|Contributions||VanTassel-Baska, Joyce., Olszewski-Kubilius, Paula.|
|LC Classifications||LC3993.9 .P38 1989|
|The Physical Object|
|Pagination||xi, 250 p. :|
|Number of Pages||250|
|ISBN 10||0807729388, 080772937X|
|LC Control Number||88029486|
Characteristics of Gifted Learners Giftedness vs. High Achievement. Schools are full of high achievers. These students typically have a positive attitude toward school and learning, pay attention in class, have the right answers when called upon, complete work quickly and neatly, and get along well with others. “I just want my child to be happy”: Social development and young gifted children. Understanding Our Gifted, 1(1), 1, 7, Roedell, W. C. (). Early development of gifted children. In J. VanTassel-Baska & P. Olszewski-Kubilius (Eds.), Patterns of influence on gifted learners: The home, the self, and the school (pp. ).Author: Linda Silverman.
This chapter focuses on the social and emotional development of students with gifts and talents by illustrating the relationship between characteristics and their interaction in different contexts. 2. Early Emergence of Talent. Another career challenge of gifted individuals noted in the literature is a tendency for a special talent or gift to emerge at a young age—sometimes as young as.
Gifted adolescents in nine cultures preferred to learn either by themselves or with an authoritative teacher. If those students represent gifted students worldwide, cooperative learning and small-group instructional strategies should not be imposed on them. Few gifted and talented students . Relatively little that has been written about the unique experience and cognition of highly, exceptionally and profoundly gifted people. In this article, InterGifted's founding director Jennifer Harvey Sallin explores how high+ cognition is defined by meta-thinking and mind-matrixing, and illustrates the particular internal and social experiences of the rarely found highly, exceptionally and.
Liberalism and socialism
All for a shilling a day
Tennessee Williams and company
Womens studies, diasporas and cultural diversity
More engines at work
Engineering department annual progress report 1 January-31 December 1979
Select bibliography of English and American publications on Shakespeares A midsummer nights dream, 1970-1980
Love with ruffles.
letter to the Rt.-Hon. Henry Goulburn, M.P., Chancellor of the Exchequer, &c. &c. &c. from John Innes, Esquire.
Accident claims arbitration rules (including mediation)
Signs and symptoms
Fabian Society minute books 1884-1918
The development of uniform bibliographic principles as the basis for multi-national cataloging codes and internationally compatible bibliographic standards
Skip to main content. MENU. Search Browse; Resources. Authors; Librarians; Editors; SocietiesAuthor: Helen M. Sharp. Get this from a library. Patterns of influence on gifted learners: the home, the self, and the school. [Joyce VanTassel-Baska; Paula Olszewski-Kubilius;].
In J. VanTassel-Baska (Ed.), Patterns of influence on gifted learners: The home, the school and the self. New York: Teachers College Press. (Quotation from unabridged version, available from author, Northland College, Ashland, WI.).
In J. VanTassel-Baska and P. Olszewski-Kubilius (Eds.), Patterns of influence on gifted learners, (pp. New York: Teachers College Press, Columbia University. New York: Teachers College Press, Columbia : Miraca Gross.
If you’re new to the use of abstract generalizations, this is a way to get students thinking BIG. There are powerful academic effects when gifted learners are given abstract and/or complex content.
Karen Rogers. Approaching writing from whole to part using an abstract generalization is aligned with the needs of gifted learners.
Some Learning Characteristics of Gifted Children and Adolescents Characteristics of Gifted Learners Possible Concomitant Problems and Implications VBCPS Office of Gifted Education and Curriculum Development Characteristics can manifest themselves in positive ways or in ways that may create problems for gifted learners in a Size: 1MB.
The strategies were influenced by such factors as age, sex, and participation in programs for gifted students. For example, over the course of 4 years (ages 11 to 15), "using one's talent to help others" moved from second place to first, by way of third.
This article by Sally Reis and D. Betsy McCoach reviews years of studies on underachievement among the gifted. It explores some of the problems of identifying these students.
The authors also include suggestions for those interested in pursuing potentially promising new. Patterns and Profiles of Promising Learners from Poverty (The Critical Issues in Equity and Excellence in Gifted Education) [VanTassel-Baska Ed.D., Joyce] on *FREE* shipping on qualifying offers.
Patterns and Profiles of Promising Learners from Poverty (The Critical Issues in Equity and Excellence in Gifted Education)4/5(1). Three books in particular, Developing talent in young people edited by Bloom (); Patterns of influence on gifted learners: The home, the self, and the school, by Van Tassel-Baska and Olszewski-Kubilius (); and Talented teenagers: The roots of success & failure by Csikszentmihalyi, Rathunde, and Whalen (), explicitly document the critical role of parents in the academic and.
"I just want my child to be happy": Social development and young gifted children. Understanding Our Gifted, 1(1), 1, 7, Roedell, W.
Early development of gifted children. In J. VanTassel-Baska & P. Olszewski-Kubilius (Eds.), Patterns of influence on gifted learners: The home, the self, and the school (pp.
New York: Teachers College Press. Gifted children can be argumentative and/or manipulative. (Adults often remark that these children are little lawyers.)Parents and other adults need to remember that, although credit should be given for logical and convincing arguments, a child is still a child and requires appropriate discipline, no matter how clever or cute the behavior may look.
Separate studies conducted during the last few decades have demonstrated both the need for and the benefits of gifted education programs. Of special interest are the documented benefits that occur for all children when gifted education strategies and programs are extended to other students, as well.
Simply stated Gifted education works. While most children develop in a relatively uniform manner, gifted learners are asynchronous in their development. And the more gifted the child, the more asynchronous that child may be.
There can be huge differences between a gifted child’s physical, intellectual, social, and emotional development. A gifted child can have the intelligence of.
Why there’s no such thing as a gifted child Even Einstein was unexceptional in his youth. Now a new book questions our fixation with IQ and says adults can help almost any child become gifted.
Always the beautiful answerwho asks a more beautiful question. – E. Cummings While higher-order thinking processes are effective for all learners, research in the education of gifted students shows that the power of inquiry is crucial for promoting their learning (VanTassel-Baska & Brown, ).
Effective questioning as a deliberate strategy enhances gifted learners’ thinking. In J. VanTassel-Baska, & P. Olszewski-Kubilius (Eds.), Patterns of Influence on Gifted Learners, the Home, the Self, and the School (pp.
(New York: Teachers College Press, by Teachers College, Columbia University. Among non-gifted adolescents school-related problems might include school pressure, such as lack of learning motivation, concentration problems, lack of interest, or just : Hanna David.
The current study aims at better understanding the factors that promote and hinder chemistry teachers in teaching a gifted student in their regular chemistry class.
In addition, it provides evidence of ways that teachers perceive a professional development course dealing with a gifted student in a mixed-abilities science classroom.
Eighty-four photonarratives were collected from 14 chemistry Cited by: 3. Gifted learners in science education. An interest in gifted science education arose from a concern that within the English National Curriculum (with its heavy content load, and assessment focus), it was difficult for teachers to really engage, challenge and inspire the most able students in science classes.
English language learners (ELLs) can often be overlooked when students are identified for gifted and talented programs, particularly if tests are verbal or depend on teacher recommendation.
These resources and news stories offer ways that teachers and parents can increase ELL access to opportunities for gifted students.
Gifted children have special learning needs, which if not met, can lead to frustration, a loss of self-esteem, boredom, laziness and underachievement (Crocker, ; after Knight & Becker ()).
If the gifted child is not recognized, he or she quickly becomes bored and disinterested with the content taught. Diezmann and Watters () state." Logic and Reasoning Questions for Gifted and Talented Elementary School Students" gives of the most effective tests for improving logical reasoning and problem solving skills in gifted young students.
This book was written for elementary school students, with the goal of developing critical reasoning skills that will help them to excel in school and later perform well on standardized 5/5(1).