NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 7 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Koenderink, Tijl; Hovinga, Femke – Parenting for High Potential, 2018
"Falling out" of education is a rampant problem among gifted children and adults in the Netherlands. An educated guess is that one-third of the gifted adults are unhappy with where they are in their lives and careers. This article discusses ways in which parents or teachers can make a difference by seeing the whole gifted child, creating…
Descriptors: Foreign Countries, Academically Gifted, Dropout Prevention, Dropouts
Peer reviewed Peer reviewed
Direct linkDirect link
Mullet, Dianna R.; Rinn, Anne N. – Parenting for High Potential, 2016
Some gifted children suffer from Attention Deficit Hyperactivity Disorder (ADHD), a neurodevelopmental disorder that impairs a child's functioning. For a diagnosis of ADHD, children under the age of 17 must display at least six symptoms of inattention or hyperactivity/impulsivity in at least two different settings (school and home, for example),…
Descriptors: Child Rearing, Attention Deficit Hyperactivity Disorder, Child Behavior, Academically Gifted
Peer reviewed Peer reviewed
Direct linkDirect link
Miller, Erin – Parenting for High Potential, 2013
It is report card time at your child's school. You are curious as to how your child is being perceived and how well the teacher is meeting his or her needs. As you expect, there is a neat line of good grades. At the bottom is written this note: "(Your child) is doing well on her school work, but she does not suffer fools gladly."…
Descriptors: Academically Gifted, Parent School Relationship, Parents, Student Needs
Peer reviewed Peer reviewed
Direct linkDirect link
Davis, Joy Lawson – Parenting for High Potential, 2013
An effective and meaningful classroom for high-ability students is one in which teaching and learning is focused on meeting students' intellectual, academic, and psychosocial needs using specific strategies to impact their learning today as they prepare for tomorrow. As parents become more engaged with teachers, it also is important for them…
Descriptors: Academically Gifted, High Achievement, Educational Environment, Student Needs
Peer reviewed Peer reviewed
Direct linkDirect link
McGee, Christy D. – Parenting for High Potential, 2012
"Developmentally appropriate practice" (DAP) is a term tossed about by practitioners as if everyone understands exactly what it means. DAP seems self-explanatory in that it requires educators to use only those strategies for teaching and discipline that are appropriate for the age of the child. The basic tenet of DAP rests on the assumed knowledge…
Descriptors: Academically Gifted, Teaching Methods, Student Needs, Child Development
Peer reviewed Peer reviewed
Direct linkDirect link
Deitz, Christine – Parenting for High Potential, 2012
Today's gifted children in middle school truly need advocates to ensure that school remains challenging through the middle grades and that the actions related to learning and talent development are positive experiences. Middle-grade advocates need a reason, a bit of prep, and a plan in order to be super advocates for children. As Chair for the…
Descriptors: Academically Gifted, Stakeholders, Middle School Students, Advocacy
Peer reviewed Peer reviewed
Direct linkDirect link
McGee, Christy D. – Parenting for High Potential, 2012
The author was pondering the parent perspective of acceleration, and she realized that people are always hearing "ifs" and "buts" when discussing this topic. There are many "if" and "but" questions. In this article, the author focuses on the following four: (1) "If" my child is complaining of being bored in class, does that mean he or she needs to…
Descriptors: Acceleration (Education), Student Needs, Emotional Response, Academically Gifted