Gwen

__ Teaching Academically Gifted Students in High School __


 * // As an Advanced Placement Biology teacher, I am faced each year with several students who are well beyond the capabilities of my other students. I would like to develop more strategies to make sure that I am providing these students with enough rigor and challenging curriculum to keep them motivated. //**

Felicia A. Dixon, Daniel K. Lapsley and Timothy A. Hanchon // Gifted Child Quarterly // 2004; 48; 95 []
 * An Empirical Typology of Perfectionism in Gifted Adolescents **

This study involves four different perfectionistic types of adolescent gifted students: Mixed-Adaptive, Mixed-Maladaptive, Pervasive, and Self-Assured Nonperfectionist. Relationships to psychiatric symtomatology, adjustment, self-esteem, and coping skills were evaluated. Those students in the Mixed-Adaptive category reported greater academic competence and superior adjustment than those in the other groups. Knowledge of these groups of gifted students can help school personnel better understand and teach these students.

Jennifer A. Fredricks, Corinne Alfeld and Jacquelynne Eccles // Gifted Child Quarterly // 2010; 54; 18 []
 * Developing and Fostering Passion in Academic and Nonacademic Domains **

This research explored how passion is manifested in gifted students. Most of those interviewed were more passionate about extracurricular activities than their academic and social experiences. This paper offers suggestions to school personnel on how to increase passion and positive attitudes within the school.

 By Roberta J. McHardy, Pamela B. Blanchard, and Catharina F. de Wet Gifted Child Today; Fall 2009 • Vol 32, No 4
 * Ecological Stewardship and Gifted Children **

Gifted students tend to be more globally aware and sensitive to what is occurring in the world around them. This sensitivity is considered a gift in these students but can end up being an annoyance to others. This article helps educators develop ecological stewardship with these students by providing examples of projects that would help channel their sensitivity into something meaningful and productive.

ERIC EC Digest #E546 Joyce VanTassel-Baska, November 1998 []
 * Planning Science Programs for High-Ability Learners**

Appropriate science curriculum that promotes high quality learning is desirable for all learners. Students demonstrating a strong yearning for challenging science curriculum in schools should have the appropriate opportunities. Science instruction should allow these high ability students to learn important concepts with emphasis on higher-level thinking skills. Scientific investigation should be inquiry and problem-based to foster valuable habits of mind (skepticism, objectivity, and curiosity). Students should have access to technology and current methods used in scientific investigation.

Sally M. Reis " [|No child left bored: how to challenge gifted and talented students with a continuum of high-end learning opportunities] ". School Administrator. FindArticles.com. 21 Feb, 2010. [] No Child Left Bored (a knock at No Child Left Behind). Academically gifted students who spend large amounts of their time in school doing work that is too easy for them miss out on opportunities for advancement. Superintendents and principals need to work with teachers and parents to develop a continuum of services for academically talented and high-potential students. Students should have time each day when some attention is focused on their talent development to enable them to make continuous academic progress and have school experiences that are more meaningful and enjoyable. After all, these students are our future doctors, engineers, scientists, mathematicians, and authors. 