Able, Gifted and Talented Underachievers

"Able, Gifted and Talented Underachievers, Second Edition" explains the origins of underachievement, both overt and covert, especially in more able learners. It provides a model that identifies a range of external and internal factors that work in concert to lower achievement. Formal tests identify some underachievers but more than two-thirds remain unidentified and other strategies are needed, in particular cognitive-based curriculum challenge and performance-based realistic assessment. Underachievement may also be masked by learning disabilities and socio-emotional and behavioural difficulties. All of these can form barriers to learning that can be overcome with appropriate teaching and learning strategies. These problems and relevant strategies for intervention are explained in the book.

This is a practical guide to identifying gifted underachievers and enabling them to fulfil their potential, raising whole school standards:

• extensive new content includes the latest best practice in addressing able underachievement
• explains the origins of underachievement, both overt and covert, especially in more able learners
• provides a model that identifies a range of factors that conspire to lower achievement

Research underpinning identification, intervention and remediation is detailed, including recent research by Diane Montgomery to show the current nature and range of the problems in ordinary schools. The final chapters contain case material from schools that have been proved successful in lifting underachievement and shows how they have succeeded. This is entirely new material based upon research undertaken for NACE/London Gifted and Talented led by Belle Wallace.

Table of Contents

Preface.

Biographies.

I THE NATURE AND IDENTIFICATION OF UNDERACHIEVEMENT AND GENERAL PRINCIPLES AND PRACTICES IN RAISING ACHIEVEMENT.

1. Why Do the Gifted and Talented Underachieve? How Can Masked and Hidden Talents Be Revealed (Diane Montgomery)?
2. Literacy, Flexible Thinking and Underachievement (Joan Freeman).
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 (Belle Wallace).
4. How Can Inclusive and Inclusional Understandings of Gifts/Talents Be Developed Educationally (Jack Whitehead and Marie Huxtable)?
5. Effective Teaching and Learning to Combat Underachievement (Diane Montgomery).
6. Changing the Teaching for the Underachieving Able Child: The Ruyton School Experience (Lee Wills and John Munro).

II IDENTIFICATION AND MAKING PROVISION FOR DIFFERENT GROUPS OF UNDERACHIEVERS.

7. Understanding and Overcoming Underachievement in Women and Girls - A Reprise (Carrie Winstanley).
8. Understanding and Overcoming Underachievement in Boys (Barry Hymer).
9. Improving the Quality of Identification, Provision and Support for Gifted and Talented Learners from Under-Represented Communities through Partnership Working (Ian Warwick).
10. Gifted and Talented Children with Special Educational Needs-Underachievement in Dual and Multiple Exceptionality (Diane Montgomery).
11. Using Assistive Technology to Address the Written Expression Needs of the Twice-Exceptional Student (William F. Morrison, Tara Jeffs, and Mary G. Rizza).
12. Case Studies of Three Schools Tackling Underachievement (Diane Montgomery).

Index.