Being Gifted in School: An Introduction to Development, Guidance, And Teaching
Book Details
Author(s)Laurence J. Coleman, Tracy L. Cross
PublisherPrufrock Press
ISBN / ASIN1593631545
ISBN-139781593631543
AvailabilityUsually ships in 24 hours
Sales Rank566,095
MarketplaceUnited States 🇺🇸
Description
In this fully revised and expanded second edition, Being Gifted in School: An Introduction to Development, Guidance, and Teaching reviews the past developments within the field of gifted education and identifies the current trends, issues, and beliefs in the field.
This book offers the most comprehensive, up-to-date introduction to the field of gifted education available. The authors, who are nationally recognized leaders in the field, discuss definitions and models of giftedness, identification of the gifted, teaching methods and best practices, creativity, counseling and guidance, administrative arrangements, and program prototypes and evaluation.
The book is geared toward educators with questions regarding curricular and instructional implementation, administrators facing program planning, parents with an interest in their child's educational opportunities, and advanced undergraduate and graduate students curious about trends within gifted education.
By recognizing both typical and atypical gifted students, the authors enourage readers to defy traditional assumptions about gifted children and their education.
Educational Resource
This book offers the most comprehensive, up-to-date introduction to the field of gifted education available. The authors, who are nationally recognized leaders in the field, discuss definitions and models of giftedness, identification of the gifted, teaching methods and best practices, creativity, counseling and guidance, administrative arrangements, and program prototypes and evaluation.
The book is geared toward educators with questions regarding curricular and instructional implementation, administrators facing program planning, parents with an interest in their child's educational opportunities, and advanced undergraduate and graduate students curious about trends within gifted education.
By recognizing both typical and atypical gifted students, the authors enourage readers to defy traditional assumptions about gifted children and their education.
Educational Resource
