Teachers Identify and Support At-Risk Gifted Students

Authors

Theresa Monaco
Danna Eichenold
Victoria Kasper
Claudi Gonzales

DOI

10.58809/WMSA1914

Abstract

Six experienced teachers in the regular classroom, who happen to have one, or more students that was identified by the school as having gifted characteristics or students that teachers felt should have been identified as a gifted student, develop their way of helping students overcome personal challenges. It is our hope that a research documented approach will catch the eye of other teachers and motivate them to do the same. Each teacher documented research as it relates to his/her student(s). In the absence of a school identification process, other researched identification processes served as benchmark for teacher support. Following are case study reports as developed by each teacher…

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Recommended Citation

Monaco, Theresa; Eichenold, Danna; Kasper, Victoria; and Gonzales, Claudi (2010) "Teachers Identify and Support At-Risk Gifted Students," Academic Leadership: The Online Journal (2003-2012): Vol. 8: Iss. 3, Article 41.
DOI: 10.58809/WMSA1914
Available at: https://scholars.fhsu.edu/alj/vol8/iss3/41