Denise L. Winsor

Technology and Young Children: Bridging the Communication-Generation Gap

Lets read! We will often find out this sentence everywhere. When still being a kid, mom used to order us to always read, so did the teacher. Some books are fully read in a week and we need the obligation to support reading. What about now? Do you still love reading? Is reading only for you who have obligation? Absolutely not! We here offer you a new book enPDFd technology and young children bridging the communication generation gap to read.

Student/patient: the school perceptions of children with cancer

Abstract Childhood cancer incidence is rising, affecting a growing proportion of elementary school students. For most of these children, school attendance can be limited by hospitalisations, treatments and side effects. However, little is yet known about the educational needs and experiences of this population. This phenomenological study explored the school experiences of 10 6- to 12-year-old children with cancer as they underwent chemotherapy. Results revealed perceptions that attending school in the hospital or home during cancer treatment is essentially lonely, confusing and “different”. These perceptions intertwined to illuminate five themes: (1) school should involve fun activities; (2) group educational formats are preferable; (3) old school is the “best school”; (4) being a “good student” is important during treatment; and (5) attending school is complicated during treatment. Therefore, hospital-based and homebound schooling programmes should integrate socially interactive and cognitively engaging curriculum to best support the learning needs of this population.

Child Development and the Use of Technology: Perspectives, Applications and Experiences

Sally Blake is a Professor at Flagler College in St. Augustine, Florida. Sally has been the PI on more than

Depression, Suicide, and Giftedness: Disentangling Risk Factors, Protective Factors, and Implications for Optimal Growth

600,000 dollars of Eisenhower funds and

Math and verbal academic self-concept: Subject-specificity across four distinctive groups of high ability adolescents

700,000 of NASA funds for teacher training and professional development. Sally Blake was the Director and Co-PI of the NSF sponsored Partnership for Excellence in Teacher Education (PETE) and the Noyce Scholarship program at the University of Texas at El Paso. She was also a research fellow with the NSF Center for Research on Educational Reform,(MSP project) a teaching fellow with the NSF Center for Effective Teaching and Learning (MIE project), co-developer of the Research Pedagogical Labs and the MAT degree in the College of Science (MSP project), and Co-PI on the NSF GK-12 grant. She is the Faculty Research Director of the Barbara K. Lipman Early Childhood School and Research Institute. Sally Blake (Flagler College, USA), Denise L. Winsor (University of Memphis, USA) and Lee Allen (University of Memphis, USA)

Factors that Influence the Quality of Online Discussions

Although exact incidences of depression and suicide among the gifted remain unknown, they are most likely in line with that of the larger student population. In the present chapter, we invoke two theoretical frameworks—person–environment fit theory and the Differentiated Model of Giftedness and Talent Development—to understand how intrapersonal, interpersonal, environmental, and developmental risk and protective factors manifest uniquely for gifted student populations. To better reflect the current status of gifted student development in the twenty-first century, we place special emphasis on two recent trends: social media use and cyberbullying, in addition to reviewing traditional literature as it relates to risk and protective factors. We place much emphasis on understanding possible unique contributors to the development of depression and suicide ideation among gifted students, but also on providing strategies for helping parents, teachers, and other caregivers. Implications of this chapter are for those who are interested in developing intervention strategies that consider developmental as well as epidemiological factors when exploring depression and suicide among the gifted.