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| Foreword | |
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| Acknowledgments | |
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| Introduction | |
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| Igniting the Pedagogy of Confidence | |
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| The Pedagogy of Confidence: A Cooperative Process | |
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| The Conception and Institutionalization of the Pedagogy of Confidence | |
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| The Organization of the Book | |
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| Initiating the Pedagogy of Confidence | |
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| The Belief | |
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| The Need to Believe | |
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| The Past | |
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| The Impetus for Setting Weaknesses as the Focus of Instruction for School-Dependent Students | |
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| The Limiting Reality of Assessment Practices | |
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| Gifted Programs: The Culture of Belief and High Expectations | |
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| The Continuing Drama of Disregarded Realities | |
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| Inciting FEAR (False Evidence Appearing Real): Perpetuating the Myth | |
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| 2010: The Tumultuous Battle | |
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| Other Disregarded Realities: Obscured Learning Barriers Impacting African American School-Dependent Students | |
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| Inside and Outside of School: Debilitating Conditions That Restrict Learning | |
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| The Impact of Race and Culture on Cognition and Achievement | |
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| Neurobiology and School-Dependent Students | |
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| The Practices | |
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| Divining Intelligence: The Transformative Theory and Practice of Reuven Feuerstein | |
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| Sociocultural Deprivation: The Illusive Inhibitor of Intellectual Development | |
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| Structural Cognitive Modifiability: The Physiological Aspects of Intellectual Development and Learning | |
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| Mediation: Accelerating Intellectual Development and Learning | |
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| Back to Gifted Land: Extraordinary Learning Growth Requires Extraordinary Teaching | |
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| Feuerstein's Fundamental Principles Applied Through the Pedagogy of Confidence | |
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| Mediation and Engaging Learning | |
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| Symbolic Representations for Planning Mediation | |
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| The High Operational Practices of the Pedagogy of Confidence | |
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| The High Operational Practices | |
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| The Science of High Operational Practices | |
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| The Art of Applying the High Operational Practices | |
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| Identifying Student Strengths with Thinking Maps | |
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| Activating Strengths Through Affirmation | |
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| Animating Strengths and Amplifying Student Voice Through Student-Led Parent Conferences | |
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| Building Relationships Through Modeling | |
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| Eliciting High Intellectual Performance and Providing Enrichment Through Renzulli Learning | |
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| Integrating Prerequisites for Academic Learning Through Professional Development | |
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| Situating Learning in the Lives of Students Through Teacher and Student Co-Learning | |
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| Amplifying Student Voice | |
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| Namaste: The Essence of the Pedagogy of Confidence | |
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| Orchestrating the Bonding Melody | |
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| Weaving High Operational Practices into a Pedagogical Symphony | |
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| Mediating Learning | |
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| Speaking in a Bold Voice | |
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| The Structures | |
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| Inspiring the Pedagogy of Confidence | |
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| Reculturation and the Architecture of Support | |
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| Inspirational Structures | |
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| Mediative Structures | |
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| Mediating Discipline Literacy and Learning From Written Text: The Pedagogical Flow Map | |
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| Creating a Mediative Learning Community: The Structural Conduit for the Pedagogy of Confidence | |
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| Waiting to Excel: From Belief, Practices, and Structures to the Pedagogy of Confidence | |
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| Contextualizing Transformation to Realize the Pedagogy of Confidence | |
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| Turning the Possibilities into Realities | |
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| References | |
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| Index | |
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| About the Author | |