Social Emotional Issues Underachievement And Counseling Of Gifted And Talented Students
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Social/Emotional Issues, Underachievement, and Counseling of Gifted and Talented Students
The expert guide to the major issues and chief trends in studies of underachievement and affective needs of gifted students! Focusing on the social and emotional characteristics of gifted students in general, and underachievers in particular, the sixteen articles in this ready-reference also provide an introduction to appropriate counseling methods for the gifted. Key features include: Expert Sidney M. Moon′s comprehensive analysis of some of the most influential research on underachievement, social/emotional issues, and counseling approaches for the gifted Effective educational and personal interventions designed to reverse underachievement Recommendations for addressing the specialized and differentiated counseling needs of gifted students With the guidance and insight of the field′s top authorities, educators will learn how to intervene more effectively with high-ability individuals experiencing social/emotional difficulties, and will discover how they can help all gifted students achieve optimal social, emotional, and personal development. The ERGE Series: The National Association for Gifted Children series Essential Readings in Gifted Education is a 12-volume collection of seminal articles from Gifted Child Quarterly. Put the knowledge and power of more than 25 years of research on giftedness and talent into your hands with the leading theories, studies, and findings the experts in the field have to offer.
Evidence-Based Interventions for Students with Learning and Behavioral Challenges
This book assembles into one volume summaries of school-based intervention research that relates to those who deal on a regular basis with the growing body of students having high-incidence learning disabilities and/or behavior disorders: special educators, school psychologists, and clinical child psychologists. Chapter authors begin with an overview of their topic followed by a brief section on historical perspectives before moving on to the main section – a critical discussion of empirically based intervention procedures. In those instances where evidence-based prescriptions can legitimately be made, authors discuss best practices and the conditions (e.g., classroom environment, teacher expertise) under which these practices are most effective. A final section deals with policy issues.
Program Evaluation in Gifted Education
These readings offer critical guidance in the development of assessment instruments for gifted programs.