Add to ORKGGifted specialists recognize the importance of psychosocial skills to high achievement but rarely deliberately focus on them in their programming. We present case studies of systematic efforts to cultivate these skills in three different contexts: a K-12 gifted school, selective STEM high school, and community-based program. Participants learn effective ways to incorporate psychosocial skill training into their program models
Why do some gifted minds thrive in life while others fail to fulfill their potential? The spotlight ...
In 1993, two decades after the 1972 U.S. Office of Education Report on the status of gifted and tale...
According to research, while moderately gifted students can often fit in the regular classrooms with...
Gifted specialists recognize the importance of psychosocial skills to high achievement but rarely de...
This column introduces the school-based psychosocial curriculum model. The model incorporates Erik E...
Optimal talent development can only occur when high ability students are willing to take opportuniti...
Abstract: Great performance is a wonder to observe. We may notice creativity, excellent technique, o...
This study provided a voice to gifted elementary children attending three very different schools tha...
Gifted students often have social and emotional problems, which are usually different from their pee...
Content-Based Curriculum for High-Ability Learners (3rd ed.) provides a solid introduction to core e...
Developing social Skills of gifted children with Scholar behavioral ProblemsThe present study aims a...
Underachievement for all student populations remains a pressing concern for educational systems, and...
While substantiating the effectiveness of honors programs to increase learning among the academicall...
This article provides gifted education perspectives and creative insights with a particular focus on...
Acceptance of emotional intelligence as a form of giftedness has been a very gradual process particu...
Why do some gifted minds thrive in life while others fail to fulfill their potential? The spotlight ...
In 1993, two decades after the 1972 U.S. Office of Education Report on the status of gifted and tale...
According to research, while moderately gifted students can often fit in the regular classrooms with...
Gifted specialists recognize the importance of psychosocial skills to high achievement but rarely de...
This column introduces the school-based psychosocial curriculum model. The model incorporates Erik E...
Optimal talent development can only occur when high ability students are willing to take opportuniti...
Abstract: Great performance is a wonder to observe. We may notice creativity, excellent technique, o...
This study provided a voice to gifted elementary children attending three very different schools tha...
Gifted students often have social and emotional problems, which are usually different from their pee...
Content-Based Curriculum for High-Ability Learners (3rd ed.) provides a solid introduction to core e...
Developing social Skills of gifted children with Scholar behavioral ProblemsThe present study aims a...
Underachievement for all student populations remains a pressing concern for educational systems, and...
While substantiating the effectiveness of honors programs to increase learning among the academicall...
This article provides gifted education perspectives and creative insights with a particular focus on...
Acceptance of emotional intelligence as a form of giftedness has been a very gradual process particu...
Why do some gifted minds thrive in life while others fail to fulfill their potential? The spotlight ...
In 1993, two decades after the 1972 U.S. Office of Education Report on the status of gifted and tale...
According to research, while moderately gifted students can often fit in the regular classrooms with...