Table of Contents
Preface vii
Biographies xi
I THE NATURE AND IDENTIFICATION OF UNDERACHIEVEMENT AND THE GENERAL PRINCIPLES AND PRACTICES IN RAISING ACHIEVEMENT1 Why Do the Gifted and Talented Underachieve? How Can Masked and Hidden Talents Be Revealed? 3Diane Montgomery
2 Literacy, Flexible Thinking and Underachievement 41Joan 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 59Belle Wallace
4 How Can Inclusive and Inclusional Understandings of Gifts/Talents Be Developed Educationally? 85Jack Whitehead and Marie Huxtable
5 Effective Teaching and Learning to Combat Underachievement 111Diane Montgomery
6 Changing the Teaching for the Underachieving Able Child: The Ruyton School Experience 155Lee Wills and John Munro
II IDENTIFYING AND MAKING PROVISION FOR DIFFERENT GROUPS OF UNDERACHIEVERS
7 Understanding and Overcoming Underachievement in Women and Girls – A Reprise 185Carrie Winstanley
8 Understanding and Overcoming Underachievement in Boys 201Barry Hymer
9 Improving the Quality of Identification, Provision and Support for Gifted and Talented Learners fromUnder-Represented Communities through PartnershipWorking 219Ian Warwick
10 Gifted and Talented Children with Special Educational Needs – Underachievement in Dual and Multiple Exceptionality 265Diane Montgomery
11 Using Assistive Technologies to Address theWritten Expression Needs of the Twice-exceptional Student 303William F. Morrison, Tara Jeffs and Mary G. Rizza
12 Case Studies of Three Schools TacklingUnderachievement 327Diane Montgomery
Index 345