Author: Joan F. SmutnyPublisher:
ISBN:
Category : Education
Languages : en
Pages : 62
Book Description
Guide to meeting the needs of gifted school-aged girls and helping them to thrive in the educational environment.
Gifted Girls
Author: Joan F. SmutnyPublisher:
ISBN:
Category : Education
Languages : en
Pages : 62
Book Description
Guide to meeting the needs of gifted school-aged girls and helping them to thrive in the educational environment.
Smart Girls
Author: Barbara A. KerrPublisher: Great Potential Press
ISBN:
Category : Family & Relationships
Languages : en
Pages : 292
Book Description
Chapter on "eminent women" includes Marie Curie, Eleanor Roosevelt, Georgia O'Keeffe, Margaret Mead, Gertrude Stein, Maya Angelou, Beverly Sills, Katharine Hepburn and Rigoberta Menchu.
Smart Girls, Gifted Women
Author: Barbara A. KerrPublisher: Accelerated Development
ISBN:
Category : Achievement motivation
Languages : en
Pages : 212
Book Description
Teaching and Counseling Gifted Girls
Author: Susan K. JohnsenPublisher: PRUFROCK PRESS INC.
ISBN: 1593631693
Category : Educational equalization
Languages : en
Pages : 194
Book Description
Teaching and Counseling Gifted Girls covers some of the most important issues facing gifted and talented girls during their school years, from elementary school through college. General overviews of the internal and external barriers faced by gifted girls provide the context for more specific chapters on counseling and classroom strategies t
Gifted and Talented Females Speak Out on Parental Influences and Achievement!
Author: Mary Elizabeth HendersonPublisher: University Press of America
ISBN: 9780761832713
Category : Education
Languages : en
Pages : 86
Book Description
Gifted and Talented Females Speak Out on Parental Influences and Achievement! examines how to promote female achievement. Using face-to-face interviews with eight women and scholarly research, the book explores topics such as the role of parents, teens and the growing brain, the importance of achieving, and the dilemma of being a gifted and talented female. In addition, each chapter includes recommendations for practice, study questions, and references. These chapter-by-chapter study questions and references enhance the learning experience and provide opportunities for further research.
Nurturing the Gifted Female
Author: Joy L. NavanPublisher: Corwin
ISBN: 9781412961370
Category : Education
Languages : en
Pages : 144
Book Description
Strengthen gifted girls' potential by exploring characteristics of girls' giftedness; factors affecting development; issues of resilience, self-efficacy, and personal ethics; and the importance of supportive adults.
Nurturing the Gifted Female
Author: Joy L. NavanPublisher: Corwin Press
ISBN: 1452280584
Category : Education
Languages : en
Pages : 144
Book Description
Strengthen gifted girls' potential by exploring characteristics of girls' giftedness; factors affecting development; issues of resilience, self-efficacy, and personal ethics; and the importance of supportive adults.
Gifted Education
Author: Joan F. SmutnyPublisher: Phi Delta Kappa International
ISBN: 9780873678452
Category : Education
Languages : en
Pages : 216
Book Description
Understanding the Intersections of Race, Gender, and Gifted Education
Author: Nicole M. JosephPublisher: Information Age Publishing
ISBN: 9781641139649
Category : Education
Languages : en
Pages : 170
Book Description
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 identities. The dearth of literature on this subject suggests that Black girls and women have unique experiences in gifted programming, in large part because of factors associated with gifted programs in general. Key factors affecting Black students, and Black girls in particular, are identification and underrepresentation. These factors can be shaped by interlocking systems of racism, classism, gender bias, and other forms of oppression. Teachers in the P-12 educational system are the first identifiers for gifted programming and look for student characteristics, such as natural leadership, inquisitiveness, and students' desire to be in gifted programs. Because many Black girls are stereotyped and teachers rarely have deep understanding of cultural differences, Black girls are less likely to be identified for gifted programming. More specifically, Black girls' lack of representation in gifted mathematics or STEM programs contradicts research that finds that girls reach several developmental advantages ahead of boys. For example, research has shown that girls talk and read earlier, receive higher grades in elementary school, and drop-out less often than boys. Other studies have also shown that Black girls have higher mathematics career aspirations than their White and Latina female peers; yet, they are rarely represented in gifted math and Advanced Placement (AP) math programs. Furthermore, the underrepresentation of urban, low-income African-American students in gifted education is related to low test scores, student and family choice, a lack of teacher referral, and a mismatch between home and school cultures. Some high-performing Black girls and women are participating in programs that nurture and support their racial and gender identities and contribute to them developing into strong and efficacious girls and women who have agency in their lives. This anthology includes studies that illustrate the complexities of intersectionality in various STEM programs, while also demonstrating that increasing access to STEM for Black girls and women is doable.
Gifted Education in Lebanese Schools
Author: Sara El KhouryPublisher: Springer
ISBN: 3319785923
Category : Psychology
Languages : en
Pages : 122
Book Description
This Brief discusses research about gifted education in Lebanese schools. It provides an overview of the latest theories, definitions, and practices used to identify gifted students in Lebanese schools. Chapters begin by providing background information on the status of gifted education in Lebanon and the challenges gifted Lebanese children face. Subsequent chapters discuss recent and relevant international definitions of giftedness as well as common misconceptions and underrepresentation of giftedness. The Brief presents research study findings on the cultural definition of giftedness in the minds of Lebanese teachers. It also presents findings on current practices used to identify gifted learners in Lebanese schools. It concludes with recommendations from the teachers that participated in the reported study as well as the authors’ proposal for a Lebanese elementary school policy for identification of gifted students. Gifted Education in Lebanese Schools is an informative resource for researchers, professionals, practitioners, and graduate students in the field of school psychology, educational psychology, gifted and special education, and social work.