Gifted Girls

Teaching and Counseling Gifted Girls covers some of the most important issues facing gifted and talented girls during their school years, from elementary school through college. General overviews of the internal and external barriers faced by gifted girls provide the context for more specific chapters on counseling and classroom strategies t

Gifted and Talented Females Speak Out on Parental Influences and Achievement! examines how to promote female achievement. Using face-to-face interviews with eight women and scholarly research, the book explores topics such as the role of parents, teens and the growing brain, the importance of achieving, and the dilemma of being a gifted and talented female. In addition, each chapter includes recommendations for practice, study questions, and references. These chapter-by-chapter study questions and references enhance the learning experience and provide opportunities for further research.

Guide to meeting the needs of gifted school-aged girls and helping them to thrive in the educational environment.

Strengthen gifted girls' potential by exploring characteristics of girls' giftedness; factors affecting development; issues of resilience, self-efficacy, and personal ethics; and the importance of supportive adults.

Strengthen gifted girls' potential by exploring characteristics of girls' giftedness; factors affecting development; issues of resilience, self-efficacy, and personal ethics; and the importance of supportive adults.

This Brief discusses research about gifted education in Lebanese schools. It provides an overview of the latest theories, definitions, and practices used to identify gifted students in Lebanese schools. Chapters begin by providing background information on the status of gifted education in Lebanon and the challenges gifted Lebanese children face. Subsequent chapters discuss recent and relevant international definitions of giftedness as well as common misconceptions and underrepresentation of giftedness. The Brief presents research study findings on the cultural definition of giftedness in the minds of Lebanese teachers. It also presents findings on current practices used to identify gifted learners in Lebanese schools. It concludes with recommendations from the teachers that participated in the reported study as well as the authors’ proposal for a Lebanese elementary school policy for identification of gifted students. Gifted Education in Lebanese Schools is an informative resource for researchers, professionals, practitioners, and graduate students in the field of school psychology, educational psychology, gifted and special education, and social work.