Social-Emotional Curriculum with Gifted and Talented Students

ISBN-10: 1593633491

ISBN-13: 9781593633493

Edition: 2008

List price: $34.95 Buy it from $24.09
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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.
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Book details

List price: $34.95
Copyright year: 2008
Publisher: Prufrock Press
Publication date: 10/1/2008
Binding: Paperback
Pages: 392
Size: 5.75" wide x 8.75" long x 1.00" tall
Weight: 1.628
Language: English

nbsp; Joyce VanTassel-Baska is The Jody and Layton Smith Professor of Education and Executive Director of the Center for Gifted Education at the College of William and Mary in Virginia where she has developed a graduate program and a research and development center in gifted education. Formerly she initiated and directed the Center for Talent Development at Northwestern University. She has also served as the state director of gifted programs for Illinois, as a regional director of a gifted service center in the Chicago area, as coordinator of gifted programs for the Toledo, Ohio, public school system, and as a teacher of gifted high school students in English and Latin. She has worked as a consultant on gifted educa-tion in all 50 states and for key national groups, including the U.S. Department of Education, National Association of Secondary School Principals, and American Association of School Administrators. She has consulted internation-ally in Australia, New Zealand, Hungary, Jordan, Singapore, and the United Arab Emirates. She is past president of The Association for the Gifted of the Council for Exceptional Children, and the Northwestern University Chapter of Phi Delta Kappa. She is currently president-elect of the National Association for Gifted Children. Dr. VanTassel-Baska has published widely including 15 books and over 275 refereed journal articles, book chapters, and scholarly reports. Recent books include: Designing and Utilizing Evaluation for Gifted Program Improvement (in press) (with Annie Feng), Content-based Curriculum for Gifted Learners (2003) (with Catherine Little) and Curriculum Planning and Instructional Design for Gifted Learners (2003). She also serves as the editor of Gifted and Talented International, a publication of the World Council on Gifted and Talented. Dr. VanTassel-Baska has received numerous awards for her work, including the National Association for Gifted Children's Early Leader Award in 1986, the State Council of Higher Education in Virginia Outstanding Faculty Award in 1993, the Phi Beta Kappa faculty award in 1995, and the National Association of Gifted Children's Distinguished Scholar Award in 1997. She has received awards from five states - Ohio, Virginia, Colorado, South Carolina, and Illinois - for her contribution to the field of gifted education in those states. She was selected as a Fulbright Scholar to New Zealand in 2000 and a visiting scholar to Cambridge University in England in 1993. Her major research interests are on the talent development process and effective curricular interventions with the gifted. She holds B.A., M.A., M. Ed., and Ed.D. degrees from the University of Toledo.

Tracy L. Cross, Ph.D., holds an endowed chair, the Jody and Layton Smith Professor of Psychology and Gifted Education, and is the executive director of the Center for Gifted Education at The College of William and Mary. He has published more than 150 articles, book chapters, and columns, as well as four books, and has made more than 200 presentations at conferences.

Introduction
Theories to Guide Affective: Curriculum Development
Creating a Life: Orchestrating a Symphony of Self, a Work Always in Progress
Operation Houndstooth: A Positive Perspective on Developing Social Intelligence
Affective Curriculum and Instruction for Gifted Learners
Counseling Gifted Students From Non-White Racial Groups: Conceptual Perspectives and Practical Suggestions
Addressing Social-Emotional and Curricular Needs of Gifted African American Adolescents
Focusing on Where They Are:A Clinical Perspective
The Role of the Arts in the Socioemotional Development of the Gifted
Guiding Gifted Teenagers to Self-Understanding Through Biography
Discussion Groups as a Component of Affective Curriculum for Gifted Students
Preventing Suicide Among Students With Gifts and Talents
Professional Development for Promoting the Social and Emotional Development of Gifted Children
Creating Gifted Lives: Concluding Thoughts
About the Editors
About the Authors
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