Able, Gifted and Talented Underachievers 2e

<p>Preface vii</p>
<p>Biographies xi</p>
<p>I THE NATURE AND IDENTIFICATION OF UNDERACHIEVEMENT AND THE GENERAL PRINCIPLES AND PRACTICES IN RAISING ACHIEVEMENT<br /><br />1 Why Do the Gifted and Talented Underachieve? How Can Masked and Hidden Talents Be Revealed? 3<br />Diane Montgomery</p>
<p>2 Literacy, Flexible Thinking and Underachievement 41<br />Joan Freeman</p>
<p>3 What Do We Mean by an Enabling Curriculum That Raises Achievement for All Learners? An Examination of the TASC Problem–Solving Framework: Thinking Actively in a Social Context 59<br />Belle Wallace</p>
<p>4 How Can Inclusive and Inclusional Understandings of Gifts/Talents Be Developed Educationally? 85<br />Jack Whitehead and Marie Huxtable</p>
<p>5 Effective Teaching and Learning to Combat Underachievement 111<br />Diane Montgomery</p>
<p>6 Changing the Teaching for the Underachieving Able Child: The Ruyton School Experience 155<br />Lee Wills and John Munro</p>
<p>II IDENTIFYING AND MAKING PROVISION FOR DIFFERENT GROUPS OF UNDERACHIEVERS</p>
<p>7 Understanding and Overcoming Underachievement in Women and Girls A Reprise 185<br />Carrie Winstanley</p>
<p>8 Understanding and Overcoming Underachievement in Boys 201<br />Barry Hymer</p>
<p>9 Improving the Quality of Identification, Provision and Support for Gifted and Talented Learners from<br />Under–Represented Communities through PartnershipWorking 219<br />Ian Warwick</p>
<p>10 Gifted and Talented Children with Special Educational Needs Underachievement in Dual and Multiple Exceptionality 265<br />Diane Montgomery</p>
<p>11 Using Assistive Technologies to Address theWritten Expression Needs of the Twice–exceptional Student 303<br />William F. Morrison, Tara Jeffs and Mary G. Rizza</p>
<p>12 Case Studies of Three Schools TacklingUnderachievement 327<br />Diane Montgomery</p>
<p>Index 345</p>