It is essential to understand how gifted education can increase equity in identification practices for historically underrepresented groups, what the specific curricular opportunities are that must be provided to learners to develop gifted programs, and what the key considerations are to the design and implementation of authentic and equitable programs for gifted learners.
"This text draws on data from a five-year longitudinal study focusing on gifted education programs in high poverty rural areas in the US. It provides a framework for the use of place-based interventions to effectively serve gifted students, reduce opportunity gaps, and address stereotype threat. Recognizing that gifted learners are often underrepresented in rural contexts, the text adopts a social justice lens to outline the unique challenges of fostering advanced education in rural school districts."
"This book seeks to understand the complexities of talented and high-performing Black girls and women in STEM across the P-20 trajectory. Analogously, this volume aims to understand the intersections between giftedness, its identification, and racial, gender, and academic discipline identity.
The Handbook of Research on Software for Gifted and Talented School Activities in K-12 Classrooms discusses newly developed but easy-to-handle and less costly software and tools and their implementation in real 21st-century classrooms worldwide. The book also helps and supports teachers to conduct gifted and talented school activities in K-12 classrooms, featuring research on topics such as educational philosophy and skillful learning techniques.
Identifying, Describing, and Developing Teachers Who Are Gifted and Talented is an essential reference source that discusses behaviors and traits in teachers who are considered gifted and talented as well as case studies on the identification and preparation of teachers who fall into this category, featuring research on topics such as creative innovation, emotional intelligence, and skill development.
Grounded in the American School Counselor Association (ASCA) National Model for counseling programs, the book illuminates specific knowledge, awareness, and skills school counselors need to address concerns related not only to academics, but also to social and emotional development of this population. The text delivers a theoretical and practical overview of gifted and talented education in the United States and the responsibilities of school counselors as they pertain to this unique population.
Curriculum Development for Gifted Education Programs examines the development of coursework for gifted and talented students, featuring coverage on a broad range of topics, such as constructivism, diversity responsive method, and teacher training.
This edited volume sheds light on the unique challenges, trends, and intersecting issues related to identifying intellectual potential of children of color around the world, providing access to appropriate curriculum and instructional opportunities, addressing the professional capacities of teachers working with these students, and the role of diverse families and communities in the talent development process in these communities.
The book "Gifted Education in Asia: Problems and Prospects" is the first of its kind in terms of providing a critical assessment of the state of gifted education in nine representative countries or regions in Asia (Hong Kong, India, Japan, Mainland China, Saudi Arabia, Singapore, South Korea, Taiwan, and Turkey), five commentaries that put gifted education in a global context, and a conclusion chapter that provides a long-term projection of future developments in gifted education in an information age and knowledge economy in the 21st century, and what challenges and opportunities lie ahead for Asian countries.
Until now there has been inadequate understanding of 21st-century trends and issues that influence the gifted and talented. The book provides some clarity by establishing a big-picture, interdisciplinary overview of the socioeconomic, cultural, and technological pressures emerging from 21st-century globalization and describing some ways in which those pressures simultaneously suppress, distort, and invigorate the discovery of aspirations and the development of talents.
This work by a diverse field of international authors focuses discussion on the interplay of giftedness and creativity within the scientific enterprise and provides evidence and theoretical constructs which can be used to adjust learning environments to be conducive to the development of superior scientists.
This book explores the dynamic approach to student-centred learning known as project-based learning, or project work. It addresses both the concepts and practical application of project-based learning to enhance teaching and learning. It describes empirical case study research into the impact of research-based project work on independent learning for academically-able secondary school students at Hwa Chong Institution, a premier independent school in Singapore.