This is a fascinating chronicle of the lives of academically talented and gifted adolescents living in a special residential public high school. The author, who lived as a resident in the school's dormitory, provides rare insights on how environment and potential talent interact inside a school to impact identity, talent, and advanced development. By exploring the special context of the school, this volume: shows how the combination of rigorous academics and living with other talented children can create a high energy environment that accelerates the pace of development, although many students may be unprepared to keep pace, they do; examines in-depth issues of equity and excellence, status, and identity; depicts a high school where equity and excellence co-exist and offers an explanation for this unusual phenomenon in American high schools; offers valuable information that can be applied to a variety of gifted and talented programs and other specialized learning environments; and exemplifies a distinctive dedication to qualitative research methods, setting a new standard for conducting such research.
In this fully revised and expanded second edition, Being Gifted in School: An Introduction to Development, Guidance, and Teaching reviews the past developments within the field of gifted education and identifies the current trends, issues, and beliefs in the field. This book offers the most comprehensive, up-to-date introduction to the field of gifted education available. The authors, who are nationally recognized leaders in the field, discuss definitions and models of giftedness, identification of the gifted, teaching methods and best practices, creativity, counseling and guidance, administrative arrangements, and program prototypes and evaluation. The book is geared toward educators with questions regarding curricular and instructional implementation, administrators facing program planning, parents with an interest in their child's educational opportunities, and advanced undergraduate and graduate students curious about trends within gifted education. By recognizing both typical and atypical gifted students, the authors enourage readers to defy traditional assumptions about gifted children and their education.
This is a fascinating chronicle of the lives of academically talented and gifted adolescents living in a special residential public high school. The author, who lived as a resident in the school's dormitory, provides rare insights on how environment and potential talent interact inside a school to impact identity, talent, and advanced development. By exploring the special context of the school, this volume: shows how the combination of rigorous academics and living with other talented children can create a high energy environment that accelerates the pace of development, although many students may be unprepared to keep pace, they do; examines in-depth issues of equity and excellence, status, and identity; depicts a high school where equity and excellence co-exist and offers an explanation for this unusual phenomenon in American high schools; offers valuable information that can be applied to a variety of gifted and talented programs and other specialized learning environments; and exemplifies a distinctive dedication to qualitative research methods, setting a new standard for conducting such research.
Male Professionals in Nineteenth-Century Britain is the first statistically-based social, cultural and familial history of a fast-growing and socially prominent section of the Victorian propertied classes. It is built around a representative cohort of 750 men who were recorded in the 1851 census as practising a profession in eight British provincial towns with distinctive economic and social profiles: Brighton, Bristol, Dundee, Greenock, Leeds, Merthyr Tydfil, Winchester, and the twin county town of Northumberland, Alnwick/Morpeth. The book provides a collective account of the cohort's lives and the lives of their families across four generations, starting with their parents and ending with their grandchildren. It touches on the history of 16,000 individuals. The book aims to throw light on the extent to which nineteenth-century professionals had a distinctive socio-cultural profile, as sociologists and some historians have claimed, or were largely indistinguishable from other members of propertied society, as most historians today assume without further investigation. In exploring this question, particular attention is paid to the cohort families' wealth, household size, education, occupational history, geographical mobility, and broader involvement in society measured by their members' choice of marriage partner, their kinship and friendship circles, their political allegiance and their leisure activities. The book demonstrates that male professionals in the Victorian era were far from being a homogenous group, but were divided in many ways. The most important was wealth which played a key role in the social and occupational fortunes of their descendants. These divisions largely explain why some professionals and some individual professions were much more likely to display endogenous characteristics than others. The book also demonstrates that even the most successful professional families got poorer over time, and reveals how easily in the age of industrialisation branches of families and sometimes complete families could drop out of the elite.
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