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International Handbook of Giftedness and Talent

The first edition of this popular reference work was published in 1993 and received critical acclaim for its achievement in bringing together international perspectives on research and development in giftedness and talent. Scholars welcomed it as the first comprehensive volume in the field and it has proved to be an indispensable resource to researchers. Since the first edition, the scholarly field of giftedness and talent studies has expanded and developed, welcoming contributions from researchers in related disciplines. Several theoretical frameworks outlined in the first edition have now been empirically tested and a number of new trends have emerged. The Second Edition of the International Handbook of Giftedness and Talent provides an invaluable research tool to academics, researchers and students interested in the field of giftedness and talent. The contributors are renowned in the field and the broad range of topics on giftedness that have been studied in the past century, right up to the late 1990s, are represented in this volume. It is truly international in scope, bringing together leading scholars and teachers from all around the world. This new edition has been fully updated and rewritten and includes 22 completely new chapters. It provides a comprehensive review and critical synthesis of significant theory; a unique cross-national perspective with contributions from over 100 distinguished authors covering 24 nations; significant contributions from scholars working in related fields; an increased focus on empirically supported scholarship; and is arranged for quick and easy reference with comprehensive subject and author indexes.

In: K. A. Heller, F. J. Mönks & A. H. Passow (Eds.), International handbook for
research on giftedness and talent (pp. 555–567). Oxford: Pergamon. United
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Project. U.S. Patent and Trademark Office, Washington, DC. Urban, K. K. (1990).
Recent trends in creativity research and theory in Western Europe. European
Journal for High Ability, 1,99–113. Urban, K. K. (1994). Recent trends in creativity
research and ...

Students with Both Gifts and Learning Disabilities

Identification, Assessment, and Outcomes

We were motivated to edit this book when we began to hear stories of exceptional students who were struggling with reading, writing, or math, but who could solve seemingly any problem with computers, or build the most intricate structures with Legos, or could draw beautiful pictures, or could tell the most creative stories but ended up in tears when asked to write it out. How is it possible to have so much talent in some areas and yet to appear to have a disability in another? What resources are available for these students? How can we ensure that these students' abilities are nurtured and developed? Our goal in this book is to provide ideas and possibly even tentative answers for educators and to stimulate more questions to be answered by researchers. We have ourselves been addressing related questions for some time. Our group at the PACE Center at Yale has explored the developmentof abilities, competencies and expertise that allow people to be successful in life. Through this work, we have collaborated with school districts and other educators and researchers across the country to expand the notion ofwhat is traditionally thought ofas intelligence. We use the conceptofsuccessful intelligence to allow for the possibility that the skills traditionally taught in school are not the only ones, and often not even the most important ones, that allow people to be successful in the world.

Discussion The disproportionate incidence of reading and language problems in
individuals who choose careers that require ... dyslexia entering visual-spatial
professions not due of visual-spatial strengths, but to avoid professions requiring
extensive reading. ... Individuals with dyslexia might be more motivated to
succeed in visual-spatial fields because of their relative lack of success ...
dyslexia have superior visual-spatial abilities or whether they are simply avoiding
verbal activities.

The Principal: Traversing the High-Wire with No Net Below: 79 Places Where the High-Wire Can Be Greasy

answers to a multiple-choice math handout, print them out, and hand them to the
teacher, there is no benefit. Yes ... The interactive whiteboard could be used by
students to demonstrate difficult math problems for the class and record tutorial
videos ... In its simplest form, a skilled teacher may first use technology to support
pedagogy in the classroom by using it to supplement the educational process.

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