Teachers' Attitudes and Gifted Students' Socio-Emotional Competencies

June Slee

    Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review


    Failure to addresseducational concerns, including academic advancement, psychological problems, andco-morbid learning disorders, can lead to gifted students experiencingdifficulties in developing socio-emotional competencies. These have a positiveimpact on learning outcomes. Teachers' attitudes and pedagogies are central tothe promotion of these competencies in gifted students. In this paper, fieldvignettes illustrate how some teachers intentionally and unintentionally affecttheir gifted students' social and emotional development. Teachers of giftedstudents require positive attitudes, advanced pedagogical skills, and, mostimportantly, the capacity to program for socio-emotional learning, bothformally and informally. Strategies are outlined in this paper to guide teachers in thedevelopment of gifted students' socio-emotional competencies and, thereby, inthe provision of equitable educational opportunities.

    Original languageEnglish
    Title of host publicationInvesting in Gifted & Talented Learners
    Subtitle of host publicationAn International Perspective
    EditorsCathrine Klassen, Eleoussa Polyzoi
    Place of PublicationWinniped, Manitoba, Canada
    PublisherThe World Council for Gifted and Talented Children
    ChapterPart 2, Chapter 1
    Number of pages7
    ISBN (Print)978-0-9868123-0-9
    Publication statusPublished - 2011
    Event2009 WCGTC World Conference - Vancouver, Canada
    Duration: 3 Aug 20097 Aug 2009
    Conference number: 18th


    Conference2009 WCGTC World Conference
    Internet address


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