Wednesday, November 30, 2022
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Most educators who have worked with students identified as gifted know that the classic teacher-pleasing student may be recognized as gifted, but more than likely, the truly gifted student may be in that same class—masked by myriad characteristics that too many educators do not associate with giftedness.
Should every teacher become a comedian? No, but I believe comedy can help.
Throughout the gifted girl’s childhood, messages from her parents, culture, and schools will significantly influence her ability for growth.
This article offers brief overview of one theory of motivation, followed by four specific suggestions, as well as some things to ponder as teachers seek to develop and maintain each child’s motivation.
This literature review focuses on the perspectives of individuals involved in gifted education: gifted students and their teachers, administrators, parents, counselors, and peers.
Myths about giftedness are powerful forces that can alter perceptions about gifted students.
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