1st Edition
Underachievement in Gifted Education Perspectives, Practices, and Possibilities
This book provides an opportunity for researchers, professionals, and practitioners working directly with gifted individuals to engage with and examine the concept of underachievement of highly capable and talented individuals from different perspectives.
Chapters written by experts in gifted education from diverse backgrounds explore underachievement in principle, illuminate underachievement as a response to written and unwritten policy and practice, showcase ranges of intellectual capability outside of traditional academic subjects, shift deficit views of not meeting rigid expectations to honoring interests and cultural values of the individual, and provide suggested and proven practices and services as solutions to bridge the gaps in achievement and performance for gifted and talented students.
Expertly blending theory with practice, Underachievement in Gifted Education is a must read for all practitioners, educators of gifted individuals, and researchers seeking more opportunities to help students align how they choose to exhibit their talent and efforts with external and internal expectations, personal interests, and cultural values to reach their maximum potential.
About the Editors
About the Contributors
Foreword
Colin Seale
Introduction
Kristina Henry Collins, Javetta Jones Roberson, and Fernanda Hellen Ribeiro Piske
Section 1: Perspective
1. Underachieving Gifted Children and Adolescents: What Teachers, Parents, and Researchers Must Know
Denise L. Winsor and Christian E. Mueller
2. Underachievement of Gifted Learners in School
Keri M. Guilbault and Kimberly M. McCormick
3. Underachievement in the Online Environment: Using Research-based Interventions for Underachieving Gifted Students
Kenneth J. Wright and Sally M. Reis
4. The Phenomenon of Unsuccessful Gifted in Gifted Psychology Research
Ljiljana Krneta
Section 2: Practice
5. The Challenge and Promise of Creative Underachievers
Jennifer L. Groman
6. The Impactful Reality Of Underachievement Of Gifted Students: Scars For Their Entire Lives
Fernanda Hellen Ribeiro Piske and Kristina Henry Collins
7. Addressing Underachievement Connected to Home-School Cultural Discontinuity: Extending Practices of Parent Engagement that Fosters STEM Talent Development Among Gifted Black Students
Kristina Henry Collins and Cheryl Fields-Smith
8. Reversing Gifted Underachievement in Kazakhstan: Teachers’ Perception, Experiences, and Practices
Zauresh Manabayeva and Daniel Hernández-Torrano
9. Understanding and Utilizing Learner Profiles to Combat Apathy and Incurious Behaviors in The Classroom
Vanessa Velasquez and Kristina Henry Collins
Section 3: Possibilities
10. Breaking the Glass Ceiling: Equitable Leadership Practices to Help Alleviate Gifted Underachievement
Javetta Jones Roberson
11. Program Evaluation as a Capacity Building Tool in Gifted Education: A Call to Action to Maximize University-School Partnerships
Araceli Martinez Ortiz, Andrea Dennison, and Kristina Henry Collins
12. Identifying and Serving Culturally and Linguistically Diverse Gifted Underachievers
Rachel U. Mun, Grizelle Larriviel, Robin Johnson, and Andrea Stewart
13. Translating Athletic Talent for Gifted Identification and Academic Talent Development: Expanding Frasier's New Window for Looking at Gifted Children
Tony D. D. Collins II and Kristina Henry Collins
14. Transitioning from Highly Talent Student to Highly Capable Adult: The Intersection of Life-wide Learning
Joslyn Johnson
Biography
Kristina Henry Collins is an Associate Professor of Talent Development at Texas State University and the Immediate Past President for Supporting the Emotional Needs of the Gifted (SENG, Inc.). She is an award-winning researcher and nationally recognized expert in identity and talent development of underrepresented and underserved students in gifted, STEM, and advanced academics.
Javetta Jones Roberson serves as the District Coordinator of Secondary Advanced Academics & Gifted and Talented in McKinney ISD in McKinney, Texas. She is an Adjunct Professor in the Teacher Education and Administration Department at the University of North Texas.
Fernanda Hellen Ribeiro Piske is a globally respected expert in giftedness, inclusive and special education with a doctorate in Education from the Federal University of Paraná State, Brazil. She is the founder and President of Institute C&S – Creativity & Giftedness, for gifted students and 2e students, in Curitiba, Paraná, Brazil.
