Losing our minds : gifted children left behind /

Losing our minds : gifted children left behind /

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Bibliographic Details
Author / Creator:Ruf, Deborah L.
Imprint:Scottsdale, AZ : Great Potential Press, c2005.
Description:xv, 351 p. ; 23 cm.
Language:English
Subject:
Gifted children -- Education -- United States.
Gifted children -- Identification.
Gifted children -- Education.
Gifted children -- Identification.
United States.
Format: Print Book
URL for this record:http://pi.lib.uchicago.edu/1001/cat/bib/6005546
Hidden Bibliographic Details
ISBN:0910707707 (pbk.)
Notes:Includes bibliographical references (p. 329-346) and index.

MARC

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245 1 0 |a Losing our minds :  |b gifted children left behind /  |c Deborah L. Ruf. 
260 |a Scottsdale, AZ :  |b Great Potential Press,  |c c2005. 
300 |a xv, 351 p. ;  |c 23 cm. 
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338 |a volume  |b nc  |2 rdacarrier  |0 http://id.loc.gov/vocabulary/carriers/nc 
504 |a Includes bibliographical references (p. 329-346) and index. 
505 0 0 |g Part I.  |t What Does it Mean to Be Gifted? --  |g Chapter 1.  |t One Family's Story --  |t A Family Affair --  |t Early School Years --  |t Radical Adjustments --  |t Taking Matters into Our Own Hands --  |g Chapter 2.  |t Issues for Parents --  |t Discovering that the Child Is Different --  |t Positive Feedback --  |t Negative Feedback --  |t Conflicting Feedback --  |t How Parents Learn What to Do --  |t Who Can We Turn To? --  |t Pressure from Others --  |t Misdiagnoses of Medical and Behavioral Issues --  |t Maintaining Modesty as Parents --  |t Loneliness of the Parents --  |t Summary of Parent Issues --  |g Chapter 3.  |t Intellectual Level and Why it Matters --  |t What Is Intelligence? --  |t Background on Exceptional Levels of Giftedness --  |t Who Are the Gifted and How Do We Find Them? --  |t Giftedness According to Test Scores --  |t Understanding the Confusion over IQ Scores --  |t The Intelligence Continuum and Education --  |t How Common Are Gifted Children? --  |t The Assessment Process --  |t Summary of Intellectual Assessment --  |g Part II.  |t Levels of Giftedness --  |t Ruf Estimates of Levels of Giftedness --  |t Early Indicators of Giftedness --  |t Early Indicators of Intellectual Giftedness --  |t Indicators of Uniquely High Ability --  |t Differences between the Levels --  |t Who Are the Subjects of this Book? --  |t How the Information Is Presented --  |g Chapter 4.  |t Level One Gifted: Approximately 90th to 98th Percentiles --  |t The Children --  |t Birth to Two Years --  |t Age Two to Three Years --  |t Age Three to Four Years --  |t Age Four to Five Years --  |t Age Five to Six Years --  |t Age Six to Seven Years --  |t Age Seven to Nine Years --  |t Age Nine and Older --  |t Summary of Level One Gifted --  |g Chapter 5.  |t Level Two Gifted: Approximately 98th and 99th Percentiles --  |t The Children --  |t Birth to Two Years --  |t Age Two to Three Years --  |t Age Three to Four Years --  |t Age Four to Five Years --  |t Age Five to Six Years --  |t Age Six to Seven Years --  |t Age Seven to Nine Years --  |t Age Nine and Older --  |t Summary of Level Two Gifted --  |g Chapter 6.  |t Level Three Gifted: Approximately 98th and 99th Percentiles --  |t The Children --  |t Birth to Two Years --  |t Age Two to Three years --  |t Age Three to Four Years --  |t Age Four to Five Years --  |t Age Five to Six Years --  |t Age Six to Seven Years --  |t Age Seven to Nine Years --  |t Age Nine and Older --  |t Summary of Level Three Gifted --  |g Chapter 7.  |t Level Four Gifted: 99th Percentile --  |t The Children --  |t Birth to Two Years --  |t Age Two to Three Years --  |t Age Three to Four Years --  |t Age Four to Five Years --  |t Age Five to Six Years --  |t Age Six to Seven Years --  |t Age Seven to Nine Years --  |t Age Nine and Older --  |t Summary of Level Four Gifted --  |g Chapter 8.  |t Level Five Gifted: Above the 99th Percentile --  |t The Children --  |t Birth to Two Years --  |t Age Two to Three Years --  |t Age Three to Four Years --  |t Age Four to Five Years --  |t Age Five to Six Years --  |t Age Six to Seven Years --  |t Age Seven to Nine Years --  |t Age Nine and Older --  |t Summary of Level Five Gifted --  |g Part III.  |t Gifted Children, School Issues, and Educational Options --  |g Chapter 9.  |t What These Kids Are Like --  |t Degrees of Compliance and Cooperation --  |t High Demand for Attention in Infancy --  |t Feisty, Independent, and Strong-Willed --  |t Easy-Going and Flexible --  |t Concentration and Attention Span --  |t Schedules and Transitions --  |t Perfectionism --  |t Issues with Authority --  |t Demonstrations of Emotions and Feelings --  |t Affectionate Behavior --  |t Intensities and Sensitivities --  |t Idealism, Compassion, and Sense of Fairness --  |t Asynchrony of Development --  |t Sense of Humor --  |t General Sociability-How They Spend their Time --  |t Social Interaction with Others --  |t Bossiness --  |t Sportsmanship and Competitive Nature --  |t Interests and Approach to Play --  |t Performance and Leadership --  |t Androgyny of Interests and Behaviors --  |t Summary of Gifted Behaviors and Traits --  |g Chapter 10.  |t The Crash Course on Giftedness and the Schools --  |t Why Is There a Problem? --  |t Schools Are Problematic for Gifted Students --  |t The Configuration of School Systems --  |t Age Grouping and the Demise of Ability Grouping --  |t Societal Priorities and Funding --  |t Teachers Are Not Trained to Recognize Individual Differences --  |t Negative Effects of the Same Pace for Everyone --  |t Children Learn to Underachieve --  |t Social and Emotional Ramifications --  |t The Way Gifted Children Are --  |t Gender Differences --  |t Intellectual Differences --  |t Personality Differences --  |t Other Important Factors --  |t Crash Course Summary --  |g Chapter 11.  |t School Years and Ongoing Issues --  |t Schools Resist Making Changes --  |t Social Adaptation Trumps Academic Abilities --  |t They'll Help My Child --  |t Parents Assume that They Can Work with the Schools --  |t Problems for the Gifted in School --  |t Boredom --  |t Abilities Surpass Maturity --  |t Teachers Overlook High Abilities --  |t Behavior Problems --  |t Poor Fit between Some Teachers and Gifted Children --  |t Gifted Students Learn Poor Study Habits --  |t Not Completing or Turning in Homework --  |t Not Showing Enough Effort --  |t Disorganization --  |t Not Paying Attention in Class-Being Distracted and Distractible --  |t Emotional Changes in the Child --  |t Confused Self-Concept --  |t Depression --  |t Loneliness and Feeling Different --  |t Additional Problem Areas --  |t Math --  |t Writing --  |t Summary of School Issues --  |g Chapter 12.  |t Educational Needs for Each Level --  |t General School Placement Goals --  |t Types of Schools --  |t Daycare Centers and Preschool Programs --  |t Type I Schools --  |t Type II Schools --  |t Type III Schools --  |t Type IV Schools --  |t Type V Schools --  |t Educational Options that Work for Gifted Students --  |t Early Entrance --  |t Ability-Grouped Instruction --  |t Differentiated Instruction --  |t Single-Subject Acceleration --  |t Online and Correspondence Courses --  |t Whole-Grade Acceleration --  |t Partial Home Schooling --  |t Full-Time Home Schooling --  |t Full-Time Ability-Grouped Classroom --  |t Tutoring or Mentoring --  |t Summer Institutes and Outside Supplemental Advanced Classes --  |t Radical Acceleration --  |t Advanced Coursework --  |t Concurrent Enrollment --  |t Individualized Approach --  |t Level One Needs --  |t Early Childhood-Birth to Kindergarten --  |t Early Grade School Years --  |t Middle School Years --  |t High School Years --  |t College Life and Career Planning --  |t Social Life for Level One Children --  |t Level Two Needs --  |t Early Childhood-Birth to Kindergarten --  |t Early Grade School Years --  |t Middle School Years --  |t High School Years --  |t College Life and Career Planning --  |t Social Life for Level Two Children --  |t Level Three Needs --  |t Early Childhood-Birth to Kindergarten --  |t Early Grade School Years --  |t Middle School Years --  |t High School Years --  |t College Life and Career Planning --  |t Social Life for Level Three Children --  |t Level Four Needs --  |t Early Childhood-Birth to Kindergarten --  |t Early Grade School Years --  |t Middle School Years --  |t High School Years --  |t College Life and Career Planning --  |t Social Life for Level Four Children --  |t Level Five Needs --  |t Early Childhood-Birth to Kindergarten --  |t Early Grade School Years --  |t Middle School Years --  |t High School Years --  |t College Life and Career Planning --  |t Social Life for Level Five Children --  |t What Parents Can Do for Level Five Children --  |g Appendix A.  |t Developmental Guidelines for Identifying Gifted Preschoolers --  |g Appendix B.  |t Public School Curriculum Expectations by Grade Levels --  |g Appendix C.  |t Levels of Giftedness for Some Historical Figures --  |g Chart 1.  |t Standard IQ Score Ranges for the Levels --  |g Table 1.  |t Level One Children's Data --  |g Table 2.  |t Level Two Children's Data --  |g Table 3.  |t Level Three Children's Data --  |g Table 4.  |t Level Four Children's Data --  |g Table 5.  |t Level Five Children's Data. 
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651 7 |a United States.  |2 fast  |0 http://id.worldcat.org/fast/fst01204155 
901 |a ToCBNA 
903 |a HeVa 
035 |a (OCoLC)58789528 
929 |a cat 
999 f f |i dd9afb60-407c-5282-aacd-6afd2c213210  |s 02e9e353-f9b3-582a-8c02-1d6c4c4ef26f 
928 |t Library of Congress classification  |a LC3993.9 .R84 2005  |l JRL  |c JRL-Gen  |i 5262071 
927 |t Library of Congress classification  |a LC3993.9 .R84 2005  |l JRL  |c JRL-Gen  |e SHAP  |b 75882205  |i 8027663 
The Soretta and Henry Shapiro Book Fund bookplate

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