A Diverse Social and Emotional Learning Booklist for Gifted Learners and Advanced Readers

Autor/inn/en	Garces-Bacsal, Rhoda Myra; Alhosani, Najwa Mohammed; Elhoweris, Hala; Tupas, Ruanni
Titel	A Diverse Social and Emotional Learning Booklist for Gifted Learners and Advanced Readers
Quelle	In: Roeper Review, 45 (2023) 1, S.21-36 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Garces-Bacsal, Rhoda Myra) ORCID (Tupas, Ruanni)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-3193
DOI	10.1080/02783193.2022.2145397
Schlagwörter	Social Emotional Learning; Academically Gifted; Reading Ability; Minority Group Students; Cultural Background; Diversity; Cultural Awareness; Reading Material Selection; Cultural Pluralism; Picture Books; Elementary School Students + Suchen Sie Ihr Suchwort? Reading competence; Lesekompetenz; Cultural identity; Kulturelle Identität; Kulturpluralismus; Picture book; Bilderbuch
Abstract	Despite the changing school demographics indicating an increasingly greater diversity in today's classrooms, research indicates how teachers have little cognizance of the cultural backgrounds of their students. This becomes an issue among gifted students who are double minorities: those who are gifted and of a different cultural background, or of low-income status, rendering them doubly vulnerable. One of the ways this can be addressed is by introducing diverse books with an international focus to 9- to 12-year-old gifted students allowing them to see themselves reflected in what they read and to facilitate the learning of social and emotional learning competencies. Using the critical multicultural analysis framework and strategies on promoting multicultural awareness, recommended activities and discussion questions are provided to educators. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01