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Editorial Reviews
Product Description
Social-Emotional Curriculum With Gifted and Talented Students provides a thorough introduction to methods for developing social-emotional curricula for use with gifted and talented learners in the school setting.
Including overviews of strategies that work for implementing social-emotional needs in the everyday curricula, this book, part of the Critical Issues in Equity and Excellence series, a joint publication project of the National Association for Gifted Children and Prufrock Press, combines research and experience from leading scholars in the field of the affective needs of gifted students in a convenient guide for teachers, administrators, and gifted education program directors.
The book covers theories to guide affective curricula, the needs of minority students, models to develop social-emotional curricula, tips for counseling gifted students, and strategies to promote the social-emotional needs of gifted students, along with discussions of suicide prevention among this population, the use of bibliotherapy and discussion groups, and the teacher-counselor connection in affective curricula. This handy guide to developing social-emotional curricula for gifted students is a necessity for anyone serving and working with this population.
Including overviews of strategies that work for implementing social-emotional needs in the everyday curricula, this book, part of the Critical Issues in Equity and Excellence series, a joint publication project of the National Association for Gifted Children and Prufrock Press, combines research and experience from leading scholars in the field of the affective needs of gifted students in a convenient guide for teachers, administrators, and gifted education program directors.
The book covers theories to guide affective curricula, the needs of minority students, models to develop social-emotional curricula, tips for counseling gifted students, and strategies to promote the social-emotional needs of gifted students, along with discussions of suicide prevention among this population, the use of bibliotherapy and discussion groups, and the teacher-counselor connection in affective curricula. This handy guide to developing social-emotional curricula for gifted students is a necessity for anyone serving and working with this population.
About the Author
Joyce VanTassel-Baska is the Jody and Layton Smith Professor of Education at the College of William and Mary, where she initiated and serves as the Executive Director of the Center for Gifted Education. Formerly she initiated and directed the Center for Talent Development at Northwestern University. Joyce has also served as state director of gifted programs in Illinois, a regional director, a local coordinator of gifted programs, and a teacher of gifted high school students. Her major research interests are in the talent development process and effective curricular interventions with the gifted.
She is the author of 22 books and has written over 500 other publications on gifted education. She was the editor of Gifted and Talented International for several years and received the Distinguished Scholar Award in 1997 from the National Association for Gifted Children and the Outstanding Faculty Award from the State Council of Higher Education in Virginia in 1993. She received the Distinguished Alumna Achievement Award from the University of Toledo in 2003, the President’s Award from the World Council on Gifted and Talented in 2005, and the Collaboration and Diversity Service Award from CEC-TAG in 2007.
She is also the mother of an adolescent daughter. She holds a B.E., M.A., M.E., and Ed.D. from the University of Toledo.
Tracy L. Cross, Ph.D., George and Frances Ball Distinguished Professor of Gifted Studies, is the executive director of the Indiana Academy for Science, Mathematics and Humanities and professor of Psychology at Ball State University. Cross has published more than 60 articles in prestigious journals such as the Peabody Journal of Education, Gifted Child Quarterly, and Journal for the Education of the Gifted, numerous book chapters, a coauthored textbook Being Gifted in School: An Introduction to Development, Guidance and Teaching and a supplemental text, On the Social and Emotional Lives of Gifted Students. He is the editor of the Roeper Review and editor emeritus of Gifted Child Quarterly, Journal of Secondary Gifted Education, Research Briefs, and others. Cross has written a column for Gifted Child Today on the social and emotional development of gifted students for 9 years and is the past-president of The Association for the Gifted (TAG) of the Council for Exceptional Children (CEC).
Having served in numerous teaching and administrative roles in education, Richard Olenchak is a professor and psychologist at the Center for Gifted and Talented in the Department of Curriculum and Instruction at The University of Houston. As an active researcher, he particularly enjoys working with and studying gifted students who have accompanying special educational and developmental concerns. A featured speaker at numerous parent and professional conferences addressing gifted and talented education, Dr. Olenchak is interested in creating alternative strategies that concurrently develop both social and emotional skills as well as individual talent.
She is the author of 22 books and has written over 500 other publications on gifted education. She was the editor of Gifted and Talented International for several years and received the Distinguished Scholar Award in 1997 from the National Association for Gifted Children and the Outstanding Faculty Award from the State Council of Higher Education in Virginia in 1993. She received the Distinguished Alumna Achievement Award from the University of Toledo in 2003, the President’s Award from the World Council on Gifted and Talented in 2005, and the Collaboration and Diversity Service Award from CEC-TAG in 2007.
She is also the mother of an adolescent daughter. She holds a B.E., M.A., M.E., and Ed.D. from the University of Toledo.
Tracy L. Cross, Ph.D., George and Frances Ball Distinguished Professor of Gifted Studies, is the executive director of the Indiana Academy for Science, Mathematics and Humanities and professor of Psychology at Ball State University. Cross has published more than 60 articles in prestigious journals such as the Peabody Journal of Education, Gifted Child Quarterly, and Journal for the Education of the Gifted, numerous book chapters, a coauthored textbook Being Gifted in School: An Introduction to Development, Guidance and Teaching and a supplemental text, On the Social and Emotional Lives of Gifted Students. He is the editor of the Roeper Review and editor emeritus of Gifted Child Quarterly, Journal of Secondary Gifted Education, Research Briefs, and others. Cross has written a column for Gifted Child Today on the social and emotional development of gifted students for 9 years and is the past-president of The Association for the Gifted (TAG) of the Council for Exceptional Children (CEC).
Having served in numerous teaching and administrative roles in education, Richard Olenchak is a professor and psychologist at the Center for Gifted and Talented in the Department of Curriculum and Instruction at The University of Houston. As an active researcher, he particularly enjoys working with and studying gifted students who have accompanying special educational and developmental concerns. A featured speaker at numerous parent and professional conferences addressing gifted and talented education, Dr. Olenchak is interested in creating alternative strategies that concurrently develop both social and emotional skills as well as individual talent.
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rice story, autonomous learner model, television journalist, racial identity functioning, affective curricula, affective curriculum, emotional intelligence framework, gifted education teachers, racial salience, talent development process, fictive kinship networks, gifted learners, personal niche, talent theory, secondary gifted education, gifted population, natural affect, gifted teenagers, affective concerns, gifted adolescents, gifted students, affective growth, gifted young people, own racial group, affective development Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, African American, Gifted Child Quarterly, Prufrock Press, Condoleezza Rice, Basic Books, Asian Americans, Operation Houndstooth, Journal of Secondary Gifted Education, United States, Free Spirit, Roeper Review, Bull's Eye Model, Cambridge University Press, Oxford University Press, Sample Lesson, Great Potential Press, Prentice Hall, Bantam Books, American Association of Suicidology, Tiger Woods, Meg Holmes, Education Trust, Gifted Child Today, Thousand Oaks Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Back Cover | Surprise Me!
rice story, autonomous learner model, television journalist, racial identity functioning, affective curricula, affective curriculum, emotional intelligence framework, gifted education teachers, racial salience, talent development process, fictive kinship networks, gifted learners, personal niche, talent theory, secondary gifted education, gifted population, natural affect, gifted teenagers, affective concerns, gifted adolescents, gifted students, affective growth, gifted young people, own racial group, affective development Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, African American, Gifted Child Quarterly, Prufrock Press, Condoleezza Rice, Basic Books, Asian Americans, Operation Houndstooth, Journal of Secondary Gifted Education, United States, Free Spirit, Roeper Review, Bull's Eye Model, Cambridge University Press, Oxford University Press, Sample Lesson, Great Potential Press, Prentice Hall, Bantam Books, American Association of Suicidology, Tiger Woods, Meg Holmes, Education Trust, Gifted Child Today, Thousand Oaks Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Back Cover | Surprise Me!
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