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Article Title Fostering Gifted Students' Affective Development: A Look at the Impact of Academic Self-Concept
by Anne Rinn Jonathan A. Plucker and Vicki B. Stocking
Abstract: The purpose of this paper is to provide educators and counselors with a framework for understanding the academic self-concepts of gifted students. As academic self-concept is theoretically linked with other constructs, including academic achievement and aspirations, it is vital that educators and counselors are aware of the experiences gifted students may face. Implications for educators and counselors are discussed.
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NAGC's 2010 Pre-K-Grade 12 Gifted Programming Standards
The NAGC Pre-K -- Grade 12 Gifted Programming Standards assist school districts in examining the quality of their programming for gifted learners. Recognizing that the ongoing evaluation and re-tooling of a successful gifted program is an evolutionary process, the NAGC Programming Standards detail a framework that focuses on student outcomes, which mirrors current practice in most schools, so the revised standards should connect without difficulty to state and local initiatives. Districts across the country use the program standards both as mileposts for improving programs and services and as rubrics for evaluation.
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The Davidson Institute's Educators Guild
The Davidson Institute's Educators Guild is a FREE national service for elementary, secondary and post-secondary educators, as well as other professionals committed to meeting the unique needs of highly gifted students. Educators Guild members access:
* An Online Community
* Free Consulting Services
* Educators Guild Publications
* For the cost of staff traveling expenses, the Educators Guild offers presentations to schools with faculty interested in learning more about gifted students.
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Byrdseed Gifted: The Differentiator
An educator writes about about differentiating objectives for gifted learners.
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