This exciting book challenges old assumptions and offers promising new insights into the nature and special needs of gifted children in the early years. Leaders in gifted education blend their professional experiences with the latest research and theories to provide parents and teachers with the practical information they need in order to recognized and nurture the development of gifted children from birth to age eight. Clearly and concisely written, this book is invaluable as a resource for enhancing parenting and teaching skills and developing new programs and services. Read Intellectual Giftedness in Young Children and: Discover proven methods of recognizing intellectual giftedness in young children, including the handicapped, the economically disadvantages, and the culturally different Learn to select or develop effective preschool and K-3 educational programs that provide for the special educational needs of gifted students Gain a more accurate understanding of the nature of giftedness, including specific vulnerabilities present in early childhood Enhance your understanding of the pscyhological conflict experienced by gifted children that can foster academic underachievement and "problem behavior" in school

Gifted children are susceptible to many de-motivating factors, which can lead to depression and academic underachievement. The authors present concepts and techniques to counteract those factors, allowing a child's motivation to skyrocket. Features the Four C's of Motivation: (1) Creating Challenge; (2) Creating Control; (3) Creating Commitment; and (4) Creating Compassion. This new book includes additional resources, books and websites for parents and teachers, and a foreword by Dr. Joanne Rand Whitmore Schwartz, former dean of the College of Education, Kent State University, and author of the classic book, "Giftedness, Conflict and Underachievement." Following a foreword and a preface, this book contains the following chapters: (1) The Turn-Off Effect; (2) a 360 Motivation; (3) Physical Reasons for Loss of Motivation; (4) Emotional Reasons for Loss of Motivation; (5) Social Reasons for Loss of Motivation; (6) School Reasons for Loss of Motivation; (7) The Four C's in Action; (8) Creating Challenge; (9) Creating Control; (10) Creating Commitment; (11) Creating Compassion; (12) The Classroom that Works; (13) Motivating Every Student--Who's in the Classroom?; (14) Questions and Answers; and (15) Parent to Parent: a Story of Hope. Endnotes, Additional Resources for Parents and Teachers, References, Index, and About the Authors are also included.

Gifted kids are so much more than test scores and grades. Still, it’s sometimes difficult to see past the potential to the child who may be anxious, lonely, confused, or unsure of what the future might bring. This book, now fully revised with updated information and new survey quotes, offers practical suggestions for addressing the social and emotional needs of gifted students. The authors present ways to advocate for gifted education; help gifted underachievers, perfectionists, and twice-exceptional students; and provide all gifted kids with a safe, supportive learning environment. Complete with engaging stories, strategies, activities, and resources, this book is for anyone committed to helping gifted students thrive. Includes online digital content.

This is the first ever handbook on giftedness and talent development for the Asia-Pacific region. It discusses important issues for an important group of students, addresses a gap in the current understanding of gifted students in the region, traverses substantial intellectual terrain, and draws on past and present research literature. The handbook brings together contributions from 18 countries, providing a diverse, unique and comprehensive contemporary research and practice on giftedness and talent development in the Asia-Pacific region. It highlights contemporary issues and incorporates important topics such as conceptions, identification, curriculum, and programs. Chapters in the book will include a stronger focus on pedagogy that could assist researchers, academics and educators, post-graduate students, families, advocates, teachers and practitioners, and other stakeholders to support gifted students. It also informs pre-service education programs in gifted education, in-service professional learning programs, and future research and practice in this region of the world.

Why are some gifted children willing to tackle new challenges whereas others seem insecure or uninterested? Why do some gifted students achieve while others become caught in a cycle of underachievement? Are there strategies teachers and parents can implement that promote an achievement-oriented attitude? The Underachieving Gifted Child: Recognizing, Understanding, and Reversing Underachievement answers these important questions. Although there are many factors that contribute to achievement, achievement-oriented students exhibit four key traits: they believe that they have the skills to perform well, they expect that they can succeed, they believe what they are doing is meaningful, and they set realistic expectations and implement strategies to successfully complete their goals. This book offers specific strategies to help increase student achievement by improving students' attitudes in these four important areas.

Honoring the leadership of Dr. Joyce Van Tassel-Baska, this book includes major strands of work central to defining the field of gifted education and discusses relevant trends and issues that have shaped or will shape the field. This comprehensive resource outlines three major sections: conceptions in gifted education such as intelligence, creativity, and eminence; linkage of theory to practice through curriculum and instruction, professional development, and assessment; and the infrastructure of gifted education that relies on research, policy, and leadership directions within and outside the field. Showcasing contributions from leading senior scholars in gifted education, this book is sure to be an invaluable resource for policymakers, scholars, researchers, and practitioners who are interested in research-based practices to better serve gifted students.