Author Archives: HOW-Admin

Leadership for Kids

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Gifted students may possess the seeds of gifted leadership or may be expected to lead because of their intellectual capacities. And, as with any potentiality, leadership ability should be developed. This book looks beyond current definitions and examples of leadership to offer a framework within which to cultivate skills and abilities of leaders for this millennium. The curriculum nurtures leadership potential in elementary gifted learners through mini-lessons and activities that are structured around the four leadership frames developed by Bolman … Continue reading →

Understanding Twice-Exceptional Learners

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Understanding Twice-Exceptional Learners offers an in-depth look at the needs and lived experiences of students who are twice-exceptional. This book: Includes detailed examinations of co-occurring disabilities commonly found in twice-exceptional populations. Features studies of ADHD, dyslexia, dyscalculia, autism spectrum disorders (ASD), anxiety, OCD, and more. Bridges the divide between research about and practical strategies for teaching gifted students with learning challenges. Is Ideal for university teacher preparation courses and graduate programs. Provides strength-based strategies that focus on students’ unique gifts … Continue reading →

Differentiating Instruction for Gifted Learners

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Differentiating Instruction for Gifted Learners allows educators and stakeholders to examine issues related to differentiating curriculum and instruction in a variety of contexts. The case studies in this rich resource analyze various differentiation strategies and their benefits to promote classrooms where every student belongs, every student is valued, and every student is nurtured. The cases facilitate conversations about children and their unique needs by situating learning in authentic and meaningful contexts, with the goal of helping educators improve services and … Continue reading →

Effective Program Practices for Underserved Gifted Students

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Effective Program Practices for Underserved Gifted Students provides coordinators, teachers, administrators, and other interested parties information about effective program practices for underserved gifted students. In this book, the authors identify and discuss three broad areas of effective practices: differentiation, acceleration, and enrichment. In addition, practical ideas, sample lessons, and two units are provided in an effort to assist busy professionals with implementing effective practices with their students. A selected resource section is also included. Signed Copy

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Exploring Critical Issues in Gifted Education

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Although the best way to provide professional development for educators is through field experiences and hands-on practice, it is not always easy or even possible to organize such encounters, especially in the field of gifted education. In order to better prepare educators to work with gifted and talented students, Exploring Critical Issues in Gifted Education: A Case Studies Approach presents problem-based learning scenarios that explore authentic situations found in K–12 classrooms. The scenarios can be read and discussed in a … Continue reading →

Response to Intervention for the Gifted Student

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Response to Intervention for the Gifted Child by Vowery Carlile & Cecilia Boswell. Grades (Elementary – High School) Gifted/Talented learners struggle in a different way. They struggle against sameness, repetitive content and practice, and boredom as a result of learning that is inappropriate in strategy and content. This resource reviews the RTI process and explains how it applies to G/T learners. It is divided into 5 sections, including Best Practices for Differentiation, Research-Based Strategies, Classroom-Management Strategies for Differentiation, Products and … Continue reading →