Understanding Gifted Adolescents: Accepting the Exceptional addresses the basis of exclusive education for gifted adolescents from the theoretical perspective of social identity. Using the lens of social identity theory and adolescent development related to giftedness, this book builds the case for a curriculum for gifted adolescents. By providing a comprehensive foundation for exploring the concept of a more exclusive education scholastically, and debunking the "elitist" concept of gifted education, this book is a well-organized and clearly-structured exposition for the philosophy of gifted education, as well as a means of putting a curricular model into practice in American high schools. With pointed critiques of differentiated instruction in the general education classroom and the current trend of standardization and normalization in the current educational climate, a new philosophy for addressing gifted education is presented.
Autorentext
Joanna Simpson is associate professor and director of academic programs for the College of Education at Grand Canyon University.
Megan Adams is assistant professor and director of the Center for Literacy and Learning at Kennesaw State University.
Zusammenfassung
Understanding Gifted Adolescents: Accepting the Exceptional addresses the basis of exclusive education for gifted adolescents from the theoretical perspective of social identity. Using the lens of social identity theory and adolescent development related to giftedness, this book builds the case for a curriculum for gifted adolescents. By providing a comprehensive foundation for exploring the concept of a more exclusive education scholastically, and debunking the elitist concept of gifted education, this book is a well-organized and clearly-structured exposition for the philosophy of gifted education, as well as a means of putting a curricular model into practice in American high schools. With pointed critiques of differentiated instruction in the general education classroom and the current trend of standardization and normalization in the current educational climate, a new philosophy for addressing gifted education is presented.
Inhalt
Chapter 1: Social Identity Theory and Giftedness
Chapter 2: Socioemotional Needs of Gifted Adolescents
Chapter 3: Elitism and Social Equality
Chapter 4: Gifted Curricular Programs
Chapter 5: Differentiated Instruction
Chapter 6: Standardizing Giftedness
Chapter 7: Asset Based Approaches
Chapter 8: Teaching the Gifted