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Peer reviewed Peer reviewed
ERIC Number: EJ397789
Record Type: CIJE
Publication Date: 1989
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Underachievement in the Verbally Gifted: Implications for Pedagogy.
Redding, Richard E.
Psychology in the Schools, v26 n3 p275-91 Jul 1989
An ecological-systems view is presented describing academic underachievement in highly verbal, gifted adolescents. It is argued that a unique pattern of interests, motives, and cognitive styles results in a differential pattern of achievement for these youth. Implications for psychoeducational assessment, pedagogy, and counseling are discussed. (Author/PB)
Descriptors: Academic Failure, Academically Gifted, Adolescents, Cognitive Style, Ecology, High Schools, Student Interests, Student Motivation, Teaching Models, Underachievement, Verbal Ability
Publication Type: Journal Articles; Information Analyses; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Ecological Psychology