Product Description

As a classroom teacher, you play an active role in your students' social and emotional development. This excellent guide offers useful advice and suggestions for classroom teachers seeking to support the emotional growth of the gifted children in their classroom.

Elements associated with social and emotional education include a wide range of personal attributes, including value systems, attitudes, interests, feelings and emotions, interpersonal relations, and character and leadership. With so many factors linked to social and emotional education, the affective domain should be given a priority in school curricula. However, prior to crises or overt threats, schools have traditionally paid little attention to the social and emotional needs of the student body. Stephanie A. Nugent explains the necessity of social and emotional education in nurturing the development of gifted students and offers strategies for the classroom that work for both groups and individuals.

This is one of the books in Prufrock Press' popular Practical Strategies Series in Gifted Education. This series offers a unique collection of tightly focused books that provide a concise, practical introduction to important topics concerning the education of gifted children. The guides offer a perfect beginner's introduction to key information about gifted and talented education.

Educational Resource

Product Details

• Amazon Sales Rank: #973595 in Books
• Published on: 2005-06-01
• Original language: English
• Number of items: 1
• Binding: Paperback
• 48 pages

About the Author
Stephanie Ferguson (formerly Nugent) is the Director of the Saturday and Summer Enrichment Program at the University of Virginia. She earned her Ph.D. in curriculum, instruction and special education with an emphasis in gifted studies at The University of Southern Mississippi. She has taught both graduate and undergraduate courses in gifted education and teacher preparation at various universities across the country. In addition, she has authored and coauthored several journal articles and presented at state, regional, national and international conferences on various topics related to gifted education. With more than 10 years experience teaching in middle and high school classrooms, her research interests include moral development, integrating the affective domain in middle and secondary curricula, and developing teacher leaders.

Customer Reviews

practical ideas please
I had expected "practical strategies" to share with my 7 yr old son's teachers, that they might better meet his needs given the problems they seem to have with him as a 'gifted child' with 'over-excitabilities' (labels!) and consequently the harms I observe his formal education experience is having on his social and emotional wellbeing. Largely, as a result of poorly executed, blunt and overly simplistic behavior modification strategies concurrent with a refusal to acknowledge he has any 'special needs' in his learning environment. While I found this book provided an interesting and informative approach to reflecting on his and indeed all children's needs, it was a very challenging read (even though I have a Masters degree, and some time ago as a trained secondary teacher spent a decade teaching). This book is written strongly in the language of an academic discipline - I would have picked 'psychiatry' rather than 'education', and while there are ideas a teacher might use (within the Tables), this book's contents need major interpretation as to how it might be applied by a teacher. Therefore, it doesn't really offer 'practical strategies' for teaching gifted children. However, this book would be a fantastic resource in preparing to debate with a well educated Board of Trustees, whether a school ought to have a policy on attempting to meet the 'special needs' associated with gifted children, as it provides evidence (with references cited) to say they do. If that is the practical strategy one is after, then this book should help.