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230202 ||| eng |
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|a books978-3-0365-5640-6
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|a 9783036556390
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|a 9783036556406
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| 100 |
1 |
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|a Sisk, Dorothy
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| 245 |
0 |
0 |
|a Gifted Education, Creativity and Leadership Development
|h Elektronische Ressource
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| 260 |
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|a Basel
|b MDPI - Multidisciplinary Digital Publishing Institute
|c 2022
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| 300 |
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|a 1 electronic resource (148 p.)
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| 653 |
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|a social constructivism
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| 653 |
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|a online learning environment
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| 653 |
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|a creativity
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| 653 |
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|a inspiring
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| 653 |
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|a instruction
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| 653 |
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|a Career Interest Profile
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| 653 |
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|a animal-assisted therapy
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| 653 |
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|a gifted
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| 653 |
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|a schoolwide enrichment model-reading
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| 653 |
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|a gratitude
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| 653 |
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|a simulations
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| 653 |
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|a gifted student engagement
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| 653 |
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|a transactional giftedness
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| 653 |
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|a human rights
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| 653 |
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|a intervention study
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| 653 |
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|a scenarios
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|a emotion
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| 653 |
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|a visual-spatial talent
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| 653 |
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|a moratorium career identity status
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|a underserved
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| 653 |
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|a mindfulness
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| 653 |
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|a corruption
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| 653 |
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|a perceptions
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| 653 |
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|a Education / bicssc
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| 653 |
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|a gifted and talented
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| 653 |
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|a interdisciplinary teaching
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| 653 |
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|a Maree Career Matrix
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| 653 |
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|a storytelling
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| 653 |
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|a interdisciplinary
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| 653 |
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|a inert giftedness
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| 653 |
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|a context
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|a inquiry
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| 653 |
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|a levels of analysis
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|a twice-exceptional
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|a expertise
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|a facilitating
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|a teaching for creativity
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| 653 |
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|a giftedness
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| 653 |
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|a cognitive diversity
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| 653 |
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|a History / bicssc
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|a creative problem solving
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| 653 |
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|a authentic
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| 653 |
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|a Dabrowski
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| 653 |
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|a educator leadership in gifted education
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| 653 |
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|a evidence
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| 653 |
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|a creative teachers
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| 653 |
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|a SEM-R
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|a 21st-century skills
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| 653 |
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|a integrative career construction counselling
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| 653 |
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|a transformational giftedness
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| 653 |
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|a self-transformational giftedness
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| 653 |
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|a exceptional talent
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| 653 |
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|a enrichment pedagogy
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| 653 |
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|a curriculum
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| 653 |
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|a intensities
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| 653 |
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|a curriculum compacting
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| 653 |
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|a gifted and talented education
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| 653 |
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|a deep listening
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| 653 |
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|a other-transformational giftedness
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| 653 |
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|a theory
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| 653 |
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|a psychology
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| 653 |
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|a leadership in gifted education
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| 653 |
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|a collaboration
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| 653 |
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|a organic creativity
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| 653 |
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|a leadership
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| 653 |
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|a gifted education
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| 653 |
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|a differentiation
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| 653 |
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|a positive psychology
|
| 700 |
1 |
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|a Sisk, Dorothy
|
| 041 |
0 |
7 |
|a eng
|2 ISO 639-2
|
| 989 |
|
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|b DOAB
|a Directory of Open Access Books
|
| 500 |
|
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|a Creative Commons (cc), https://creativecommons.org/licenses/by/4.0/
|
| 028 |
5 |
0 |
|a 10.3390/books978-3-0365-5640-6
|
| 856 |
4 |
2 |
|u https://directory.doabooks.org/handle/20.500.12854/94558
|z DOAB: description of the publication
|
| 856 |
4 |
0 |
|u https://www.mdpi.com/books/pdfview/book/6393
|7 0
|x Verlag
|3 Volltext
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| 082 |
0 |
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|a 900
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| 082 |
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|a 363
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| 082 |
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|a 100
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|a 370
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|a 140
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| 520 |
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|a In these uncertain and challenging times, we need to help gifted students find their purpose and work toward finding a passion in their work and life. These new perspectives are both brilliant and practical and represent a synthesis of wisdom and experience. The new perspectives address the need to identify and nurture diverse students using scenarios and simulations and an active involvement in observing differentiation to learn how to identify and serve gifted students. We have unpreceded opportunity, with access to technology, to engage in collaborative research and program development across disciplines and internationally. In conclusion, there is deep wisdom here for gifted students, their parents and teachers, who can all benefit from exploring these new perspectives.
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