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Jett, Noel; Rinn, Anne N. – Roeper Review, 2020
Early College High Schools and Early College Entrance Programs offer college material to students who are ready for it before they reach the traditional age to begin college enrollment. With the goal of addressing concerns related to the success of these programs and their impact on affective development among students, a systematic review and…
Descriptors: Student Experience, Outcomes of Education, Acceleration (Education), Program Effectiveness
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Hu, Hongliang – Roeper Review, 2019
This article explores how resilience draws upon positive individual, social, contextual, and cultural variables and buffers gifted children from the harmful impact of their psychosocial and emotional needs. Its purpose is to consider building resilience in gifted children and advocating the resilience curriculum requirement for their unique social…
Descriptors: Foreign Countries, Children, Resilience (Psychology), Developmentally Appropriate Practices
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Henshon, Suzanna E. – Roeper Review, 2019
This article offers interview responses from Thomas Hébert, a professor of gifted and talented education in the College of Education at the University of South Carolina. Hébert was previously a faculty member at the University of Alabama and the University of Georgia. He has more than a decade of K-12 classroom experiences working with gifted…
Descriptors: Gifted, Special Education, Doctoral Programs, Higher Education
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Henshon, Suzanna E. – Roeper Review, 2018
Sally Reis's research interests are related to talent development in all children as well as special populations of gifted and talented students, including students with learning disabilities, gifted females, and diverse groups of talented students who are often underserved. She is also interested in extensions of the Schoolwide Enrichment Model…
Descriptors: Educational Research, Academically Gifted, Talent Development, Enrichment
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Piechowski, Michael M. – Roeper Review, 2017
Unilevel disintegration, the second level in Dabrowski's theory, does not have a structure comparable to the higher levels. It also lacks direction. If so, one is bound to ask what is developmental about it and what, in fact, is developing in level II. Two classsic studies and one of highly gifted adults show three possible kinds of emotional…
Descriptors: Emotional Development, Developmental Stages, Educational Theories, Gifted