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Grantham, Tarek C. – Roeper Review, 2011
An educational crisis in Black male representation in gifted programs exists, requiring a new lens through which to view problems and find solutions. Though many people observe that Black males face extraordinary barriers to successful participation in gifted programs, many stand by, watching as they are overlooked for or drop out of gifted…
Descriptors: Gifted, Males, Advocacy, Change Agents
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Freeman, Joan – Roeper Review, 1994
Interviews with 169 children labeled 10 years earlier as gifted, nonlabeled but equally able, or having average ability revealed significant intergroup differences in work patterns and emotional outcome. Intense academic study possibly inhibited creative development; parents and teachers should be aware of the possible loss of creative potential…
Descriptors: Academic Achievement, Coping, Creative Development, Creativity
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Lovecky, Deirdre V. – Roeper Review, 1992
Five traits common to gifted children that result in social and emotional vulnerability are described, including divergent thinking ability, excitability, sensitivity, perceptiveness, and entelechy. Specific issues that parents must face to enable their children to reach their full potential are explored. (Author/JDD)
Descriptors: Conceptual Tempo, Divergent Thinking, Elementary Secondary Education, Emotional Development
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Kitano, Margie K.; LeVine, Elaine S. – Roeper Review, 1989
The article provides parents with specific strategies, based on an interactional model, for working effectively with schools to ensure the best possible services for the gifted child. Major steps include recognizing the need for intervention, developing parent-school partnerships for change, and monitoring progress. (Author/DB)
Descriptors: Elementary Secondary Education, Gifted, Intervention, Parent Participation
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Ford, Mary Ann – Roeper Review, 1989
Interview responses of fifth- and sixth-grade gifted and talented children in resource programs revealed attitudes about their own abilities, competition, their school programs, expectations of others, and participation in special programs. A variety of social and emotional needs clearly emerged. (MSE)
Descriptors: Academic Achievement, Competition, Educational Attitudes, Elementary Education
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McIntosh, Margaret E.; Greenlaw, M. Jean – Roeper Review, 1986
The attitudes of teachers, counselors, administrators, parents, and students must be changed to encourage gifted urban minority students to achieve their academic potential. Teachers, in particular, must recognize how they can help these students by maintaining contact with parents, encouraging students, and making them aware of opportunities.…
Descriptors: Academic Aspiration, Administrator Role, Attitude Change, College Attendance
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Edwards, Dave; Edwards, Sue – Roeper Review, 1986
The parents of two gifted children describe their children's experiences with IQ testing, note their reactions to the process and the benefits of the testing. (Author/CL)
Descriptors: Elementary Secondary Education, Gifted, Intelligence Quotient, Intelligence Tests
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Felder, Richard M. – Roeper Review, 1986
The author argues that intelligence testing is an invaluable and irreplaceable tool for identifying gifted children and obtaining a measure of the urgency of their special educational needs. He also offers ideas for how parents of exceptionally gifted children can create an environment in which their children's gifts can flourish. (Author/CL)
Descriptors: Elementary Secondary Education, Gifted, Intelligence Quotient, Intelligence Tests
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Chitwood, Donna Garnett – Roeper Review, 1986
The article provides basic information to help guide parents seeking intelligence testing for their child. Topics covered include deciding to test, selecting a tester, and telling the child the results. (Author/CL)
Descriptors: Elementary Secondary Education, Gifted, Intelligence Tests, Parent Role
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Tolan, Stephanie S. – Roeper Review, 1990
Parents of highly gifted children are encouraged to use resources found in the work of Leta Hollingworth (1886-1939) as they cope with child-rearing challenges in the areas of emotional needs, discipline, and problems associated with school such as avoiding negative attitudes toward authority. (DB)
Descriptors: Child Development, Child Rearing, Discipline, Emotional Development
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Meckstroth, Elizabeth A. – Roeper Review, 1990
Parents of highly gifted children are offered advice from the work of Leta Hollingworth (1886-1939) concerning helping the child accept his/her differences, reconcile opposites, and do no harm. Parents need to appreciate their own differences and support appropriate educational programs. (DB)
Descriptors: Child Rearing, Gifted, Parent Child Relationship, Parent Participation