ERIC Number: ED399717
Record Type: RIE
Publication Date: 1996
Understanding Our Gifted. Volume 8, 1996.
Knopper, Dorothy, Ed.
Understanding Our Gifted, v8 n1-6 Sep 1995-Aug 1996
This collection of six newsletter issues focuses on the educational needs of gifted students. Each issue includes the following features: "Tactics" (teaching strategies); "Parentspace" (articles from parents); "Surfing the Net" (how to find relevant information on the Internet); "Learning To Learn" (specific learning strategies); "Creative Ventures" (reading recommendations); and "Above and Beyond" (commentaries on gifted issues). Issue 1 highlights multicultural issues in gifted education. A description of a leadership program for secondary gifted and talented American Indian and Alaskan Native students is included. Issue 2 reviews topics concerning gifted students in upper elementary/middle schools. An article is included that describes the role of middle school principals in advocating for the development of gifts and talents. Issue 3 focuses on the visual learner. Articles include information on teaching techniques for visual-spatial gifted children. Issue 4 highlights common ground between parenting and teaching gifted children. Parent-teacher cooperation is discussed. Issue 5 focuses on global connections for gifted students. Articles include information on preparing students for global involvement. Issue 6 highlights the affective needs of gifted and talented students. Information is provided on the affective needs of culturally diverse students. (Most articles contain references.) (CR)
Descriptors: Affective Behavior, Child Rearing, Educational Strategies, Elementary Secondary Education, Gifted, Global Approach, Internet, Middle Schools, Multicultural Education, Parent School Relationship, Parenting Skills, Talent, Visual Learning
Open Space Communications, Inc., P.O. Box 18268, Boulder, CO 80308-8268 ($35 for 1-year subscription (6 issues), individual issues $8).
Publication Type: Collected Works - Serials; Guides - Non-Classroom
Education Level: N/A
Authoring Institution: N/A