Education of the Intellectually Gifted

By Milton J. Gold | Go to book overview

Chapter 15
Guidance

There is a tide in the affairs of men, Which, taken at the flood, leads to fortune; Omitted, all the voyage of their life Is bound in shallows and in miseries.

-- Shakespeare

Most of the normal functions of a school guidance program have particular relevance in education of the gifted. Identification of strengths and weaknesses, assistance in arriving at educational and vocational decisions, counseling in the face of emotional and social problems, providing information to the faculty as a basis for curriculum adaptation, helping the student to understand and to accept himself and others, evaluating growth -- all of these have specific significance for the gifted learner because he shares the common problems of his age group and faces still others that arise from the uniqueness of his gifts.

Widespread concern has been expressed by national commissions, professional societies, and individuals over the failure of a large proportion of students with high ability to continue their education after high school. Of the 40 per cent of students who do not complete high school, a significant proportion are in the top 10 per cent of ability as measured by aptitude tests ( Wolfle, 1954). One fifth of the top third of students taking the National Merit Scholarship examinations in 1958 did not enter college as full-time students ( Holland, 1962).

There is a tendency to attribute this loss of potential to inadequate guidance services. Terman and Oden ( 1954b), noting that 15 per cent of their top percentile group did not enter college and that 30 per cent did not graduate, cited the following as the two most important reasons: (1) failure to identify ability, (2) failure to provide an appropriate school program when high ability was discovered. Passow ( 1956)

-352-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this book

This book has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this book

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited page

Bookmark this page
Education of the Intellectually Gifted
Table of contents

Table of contents

  • Title Page iii
  • Preface v
  • Contents vii
  • 1 - The Release of Human Potential 1
  • 2 - Characteristics of Gifted Children 25
  • 3 - Intelligence and Intelligence Testing 50
  • 4 - Identification of Exceptional Ability 76
  • 5 - Creativity as an Aspect of Giftedness 101
  • 6 - Planning Programs for Gifted Students 135
  • 7 - Patterns in Education of the Gifted 151
  • 8 - Thinking 184
  • 9 - Language Arts for the Gifted Student 207
  • 10 - Social Studies and Social Education 237
  • 11 - Science and Mathematics for the Gifted 254
  • 12 - The Fine Arts 284
  • 13 - Ability Grouping 299
  • 14 - Acceleration 328
  • 15 - Guidance 352
  • 16 - Motivation and Underachievement 381
  • 17 - Teachers for Gifted Children 412
  • 18 - Research: Endeavors and Opportunities 428
  • Bibliography 446
  • Index 466
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen
/ 472

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.