2019 WCGTC World Conference

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4.3.5 Meeting the Affective Needs of Gifted Students While Addressing Required Curriculum

Skills such as academic risk taking, developing excellence, overcoming adversity, and regulating emotions are important in developing talent. These skills can be taught within a language arts curriculum. This session introduces an evidence-driven framework that focuses on gifted students' affective needs and connects students with texts and videos that meet curriculum outcomes. An introduction of the framework and examples will be provided.

Author(s):

Tamra Stambaugh
tamra.stambaugh@gmail.com
Vanderbilt University
United States

   

Tamra Stambaugh, Ph.D., is an associate research professor and executive director of Programs for Talented Youth at Vanderbilt University. Stambaugh conducts research in gifted education focused on curriculum and instruction interventions, gifted students living in rural settings and those from low income households. She frequently provides keynotes at national and international conferences and has coauthored/edited several books, articles, and chapters. She is the recipient of awards such as the Margaret The Lady Thatcher Medallion for scholarship, service, and character, the Doctoral Student and Early Leader Award from NAGC, the Legacy Scholar Book Award, & multiple curriculum awards from national/state organizations.

 



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