Josh Shaine

Massachusetts Institute of Technology (MIT), Educational Studies Program, Volunteer Teacher in programs for motivated pre-collegiate students and their parents

Cambridge College, Psychology and Counseling, Graduate Student on hiatus

Granite State College, GIfted Education, Alumnus

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Josh Shaine is an itinerant educator, advocate, counselor, consultant, and research who specializes in students who may be gifted, underachievers, or just generally not fitting in for one reason or another.

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Papers by Josh Shaine

From Overt Behavior to Developing Potential: The Gifted Underachiever

Dabrowski's Theory of Positive Disintegration. Mendaglio, S.(2007) - A Book Review

From Overt Behavior to Developing Potential: The Gifted Underachiever

Forstadt, Leslie; Josh Shaine,. "Mendaglio, S. (Ed.). (2007). Dabrowski's Theory of Positive Disintegration.(Brief article)(Book review)." Roeper Review. Taylor & Francis Ltd. 2009

Roeper Review, Mar 27, 2009

Forstadt, Leslie; Josh Shaine,. "Mendaglio, S. (Ed.). (2007). Dabrowski's Theory of Positive Disintegration.(Brief article)(Book review)." Roeper Review. Taylor & Francis Ltd. 2009

Roeper Review

Race and Ethnicity in Gifted Programs

This paper was written for an undergraduate course on Race and Gender in the United States. It lo... more This paper was written for an undergraduate course on Race and Gender in the United States. It looks, briefly, at some of the underlying issues regarding race and ethnicity with regard to gifted programs, especially including the selection process and some of the biases built into the systems. It also considers possible remedies for the (still) current situation.

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Social and Emotional Components of Giftedness - A (slightly less) Narrative Review

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Introduction to Giftedness - A Personal Narrative

Each of these July 2010 papers was written to fulfill requirements for a degree in Gifted Educati... more Each of these July 2010 papers was written to fulfill requirements for a degree in Gifted Education. They are explicitly written in narrative form, grounded in my experience as well as in academic theory and practical application. As they are intended to convey knowledge gained, there is not a lot of new material within them, though I do drift into my own opinions along the way.

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