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Connecting for High Potential

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NAGC receives similar questions from teachers and parents; however, rarely is there an opportunity to explore how the "other side" might face the issue. Interestingly, both groups benefit from the same information even though they look at it from different perspectives and have different roles to play in helping gifted children reach their potential. Our ongoing goal is for teachers and parents to develop a broader understanding of their students' potential (and one another) which will enable them to build stimulating learning environments that tap into a child's high potential.

These resources for parents, teachers, and community members are designed to provide practical advice for working together to support gifted children's continued growth in educational settings. The answers to the questions are examined in Connecting For High Potential, available exclusively to NAGC Members here.

Here is your FREE sample issue:

Gifted Lingo: What Does it All Mean?  (March 2012)

NAGC Members have access to these past issues:
  • Finding a Program or Advocating for One That Works (June 2013)
  • Learner Preferences and Teaching Strategies: Finding a Perfect Match (March 2013)
  • Creative Thinking and Creativity (August 2012)
  • Goal Setting and Achievement (May 2012)
  • Siblings, Twins, and Relatives  (January 2012)
  • Back to School (September 2011)
  • Up the Ladder and Not Down the Slide: The Summer Away from School (Summer 2011)
  • Bored, Apathetic, Lost Interest in School? Behavior Problems? Don’t Despair. Try Applying Cooperative Action Research!
  • A friend is a friend is a friend, indeed (Spring 2010)
  • Homework: Making it Worthwhile (Fall 2009)
  • Does Being Gifted Mean Gifted All The Time? (Summer 2009)
  • Rights? Gifted Students? The Law? What Should I Know? (Spring 2009)
  • What should we know about gifted children and stress (Winter 2009)
  • How can I find appropriate, challenging resources for a child who is reading far above grade-level?     (Winter 2008)
  • We know this child is gifted. Now that the question of identification has been answered, what is my role? What are some practical ways I can support & encourage learning?
  • But she (or he) doesn't seem gifted to me...Signs of giftedness can be unrecognized or misunderstood
  • Giftedness? What does the label mean. . .?
  • Are there ways to help a gifted child who procrastinates, has anxieties, and/or never seems to think things are good enough?
  • What do we need to know about children who have already mastered pre-school or kindergarten skills prior to entering the classroom? (Winter 2006)
  • We don't have a gifted program, so what can I do? (Spring 2005)
  • School's opening. How do we start off on the right foot? (Fall 2005)