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Haensly, Patricia – Gifted Child Today, 2004
What are the basic truths about giftedness that parents have seen and experienced as they follow, and, direct the development of their children? In what ways did sandstorms of misinformation or geological upheavals among theories about just who is or is not gifted bury good sense about nurturing the creative responses seen on a daily basis in…
Descriptors: Academically Gifted, Parent Role, Parent Teacher Cooperation, Cooperative Planning
Haensly, Patricia – Gifted Child Today, 2004
Matt Ridley, an Oxford-trained zoologist and science writer whose latest book is "Nature via Nurture: Genes, Experience, and What Makes Us Human" (2003a), wrote such an impressively clear and fascinating piece on "What Makes You Who You Are" that the author decided to use it to introduce the continuing pursuit of "What do I do to best promote…
Descriptors: Child Development, Brain, Gifted, Parent Influence
Haensly, Patricia – Gifted Child Today, 2003
Looking for relevant material for the Adolescent Psychology course she teaches, the author's attention was drawn to a book by Thomas Cottle, "Mind Fields: Adolescent Consciousness in a Culture of Distraction" (2001). Robert Frost's quotation, "Grant me intention, purpose, and design--That's near enough for me to the Divine," in the frontispiece…
Descriptors: Gifted, Child Psychology, Academic Discourse, Attention
Peer reviewed Peer reviewed
Haensly, Patricia – Gifted Child Today, 2001
The potential for using giftedness for good or evil is explored. Parents are urged to steer gifted youth into multiple pay-it-forward channels as they develop, so they will apply their gifted potential in a wise and caring manner to problems of the here and now. (Contains four references.) (CR)
Descriptors: Child Rearing, Elementary Secondary Education, Ethics, Gifted
Peer reviewed Peer reviewed
Haensly, Patricia – Gifted Child Today Magazine, 1999
Discusses gifted identification and the potentially harmful effects of labeling a child "gifted" and making premature assumptions. Parents are urged to allow children to develop their gifts unencumbered by expectations and observe, watch, listen, prompt, affirm, and enjoy as the child engages with the world. (CR)
Descriptors: Ability Identification, Child Rearing, Gifted, Labeling (of Persons)
Peer reviewed Peer reviewed
Haensly, Patricia – Gifted Child Today, 2000
This article discusses how to make sure the gifts of a gifted child are developed to attain the most satisfying outcome for self and society. It provides general principles and gives concrete examples of some experiences parents might consider at various ages. Facilitating self-directed learning and ownership is emphasized. (Contains references.)…
Descriptors: Child Rearing, Children, Discovery Learning, Gifted
Peer reviewed Peer reviewed
Haensly, Patricia – Gifted Child Today, 2000
This article discusses hallmarks that can help educators identify gifted potential in young children, especially those from culturally diverse and economically disadvantaged backgrounds. These hallmarks include: agency (the self in control of its environment), prospectivity (purposeful behavior seeking to accomplish goals) and affordance,…
Descriptors: Ability Identification, Diversity (Student), Economically Disadvantaged, Gifted
Peer reviewed Peer reviewed
Haensly, Patricia – Gifted Child Today Magazine, 1998
Addresses the role of children's museums, recounting both positive experiences of meaningful interactions and negative encounters in which such interactions were discouraged or were too cursory. Suggestions for scaffolding children's discovery and problem-solving learning with children's museum activities are offered. (DB)
Descriptors: Active Learning, Children, Community Resources, Discovery Learning
Peer reviewed Peer reviewed
Haensly, Patricia A., Ed. – Gifted Child Today, 2001
This article provides profiles of five sets of parents of precociously developing youth of various ages. The parents explain issues they have faced and problems solved. These include advantages and disadvantages of living in an international community, use of community resources, educational placement, acceleration, and parent advocacy. (Contains…
Descriptors: Child Advocacy, Child Rearing, Gifted, Parent Attitudes
Haensly, Patricia; Kim, Keumhee – Gifted Education International, 1999
This study examined abilities and problems of 36 Korean preschool children temporarily in the United States and attending English speaking preschools. Three case studies of three children with high verbal abilities, unusual understanding, memory, and communication skills are analyzed. Five principles for fostering bilingualism in such children are…
Descriptors: Bilingual Students, Case Studies, Cultural Differences, Gifted
Peer reviewed Peer reviewed
Haensly, Patricia A. – Roeper Review, 1999
A study explored emerging, persistent cognitive style in four gifted preschoolers to investigate how gifted potential may be transformed or obscured as abilities are applied to tasks. Remarkable style consistencies among the screening analysis, summer program behaviors, and later reports of cognitive ability and styles in kindergarten and first…
Descriptors: Ability Identification, Child Development, Cognitive Development, Cognitive Style
Peer reviewed Peer reviewed
Kueker, Jean; Haensly, Patricia – Teacher Education and Special Education, 1991
This pilot study with eight beginning teachers examined the value of a mentorship program to assist novice special education teachers during their induction year. Results indicated that (1) perceptions of important mentor characteristics changed with training; (2) all novices valued having a mentor; and (3) most mentor-novice pairs met regularly.…
Descriptors: Beginning Teacher Induction, Beginning Teachers, Disabilities, Elementary Secondary Education
Haensly, Patricia A. – 1999
This paper discusses how museums, adventure programs, and discovery activities can become an intrinsically differentiated gifted curriculum for gifted learners. Museums and adventure programs are a forum for meaningful learning activities. The contextual characteristics of effectively designed settings for learning activities can, if the…
Descriptors: Community Resources, Curriculum Design, Discovery Learning, Elementary Secondary Education
Haensly, Patricia A. – 1993
Using a naturalistic inquiry approach and case study methodology, an ongoing case study examined within-family developmental factors among families with an identified gifted preschooler and at least one sibling with either a different type of giftedness or not identified as gifted. Data were collected through interviews, records, and familial…
Descriptors: Academically Gifted, Case Studies, First Born, Parent Attitudes
Kueker, Jean; Haensly, Patricia – 1990
This study evaluated an induction year mentorship program in conjunction with the extended Generic Special Education Teacher Training Program at Texas A&M University. A questionnaire was developed and administered in the spring of 1989 to two groups of individuals for an extended year generic special education program, eight student teachers…
Descriptors: Beginning Teacher Induction, Beginning Teachers, Disabilities, Elementary Secondary Education
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