Chapter 1 Gifted Education: Matching Instruction with Needs 1 Chapter 2 Characteristics of Gifted Students 23 Chapter 3 Identifying Gifted and Talented Students 40 Chapter 4 Program Planning 72 Chapter 5 Acceleration 95 Chapter 6 Grouping, Differentiation, and Enrichment 116 Chapter 7 Curriculum Models 142 Chapter 8 Creativity I: The Creative Person, Creative Process, and Creative Dramatics 163 Chapter 9 Creativity II: Teaching for Creative Growth 177 Chapter 10 Teaching Thinking Skills 197 Chapter 11 Leadership, Affective Learning, and Character Education 221 Chapter 12 Underachievement: Identification and Reversal 235 Chapter 13 Cultural Diversity and Economic Disadvantage: The Invisible Gifted 264 Chapter 14 Gifted Girls, Gifted Boys 289 Chapter 15 Gifted Children with Disabilities 308 Chapter 16 Parenting the Gifted Child 328 Chapter 17 Understanding and Counseling Gifted Students 349 Chapter 18 Program Evaluation 374 Preface vChapter 1 Gifted Education: Matching Instruction with Needs 1History of Giftedness and Gifted Education 3Contemporary History of Gifted Education 4National Center for Research on Gifted Education 9Definitions of Giftedness 11Explanations and Interpretations of Giftedness and Intelligence 13<r>&nbsp;&nbsp;&nbsp;&nbsp;</r>Summary 21 Chapter 2 Characteristics of Gifted Students 23The Terman Studies 23Traits of Intellectually Gifted Children 26Affective Characteristics 27Characteristics of the Creatively Gifted 30Characteristics of Historically Eminent Persons 31Characteristics of Teachers of the Gifted 36<r>&nbsp;&nbsp;&nbsp;&nbsp;</r>Summary 38 Chapter 3 Identifying Gifted and Talented Students 40Thoughts and Issues in Identification 41National Report on Identification 44Identification Methods 44Assessment of Gardner&rsquo;s Eight Intelligences 55Triarchic Abilities Test 55A Multidimensional Culture-Fair Assessment Strategy 56Talent Pool Identification Plan: Renzulli 56Identifying Gifted Preschoolers 57Identifying Gifted Secondary Students 57Recommendations from the National Report on Identification and NRC/GT 59Considering the Goals of Identification 62<r>&nbsp;&nbsp;&nbsp;&nbsp;</r>Summary 62 &bull; Appendix 3.1: NAGC Position Statement 64 &bull; Appendix 3.2: Spanish<r>&nbsp;&nbsp;&nbsp;&nbsp;</r>Edition of Rimm&rsquo;s (1976) GIFT Creativity Inventory 65 &bull; Appendix 3.3: Teacher<r>&nbsp;&nbsp;&nbsp;&nbsp;</r>Nomination Form 66 &bull; Appendix 3.4: Teacher Nomination Form 67 &bull; Appendix 3.5:<r>&nbsp;&nbsp;&nbsp;&nbsp;</r>Sample Parent Nomination Form 68 &bull; Appendix 3.6: Student Product Assessment<r>&nbsp;&nbsp;&nbsp;&nbsp;</r>Form 69 &bull; Appendix 3.7: Rubrics for Verbal and Problem-Solving Tasks 70<r>&nbsp;&nbsp;&nbsp;&nbsp;</r>&bull; Appendix 3.8: Scales for Rating Behavioral Characteristics of Superior Students 71 Chapter 4 Program Planning 72Main Components of Program Planning 73Program Planning: Sixteen Areas 74The View from the School Board 86Perspectives of Other Teachers 89Curriculum Considerations 89Legal Issues in Gifted Education 90<r>&nbsp;&nbsp;&nbsp;&nbsp;</r>Summary 91 &bull; Appendix 4.1: Ideas for Statements of Philosophy, Rationale, and<r>&nbsp;&nbsp;&nbsp;&nbsp;</r>Objectives 92 &bull; Appendix 4.2: National Standards for Preparation of Teachers of the<r>&nbsp;&nbsp;&nbsp;&nbsp;</r>Gifted 93 Chapter 5 Acceleration 95Acceleration versus Enrichment 97A Nation Deceived and a Nation Empowered&mdash;Definitive Research on Acceleration 98Types of Acceleration 100Grade Skipping 104Subject Skipping and Acceleration 106Early Admission to Middle or Senior High School 107Credit by Examination 107College Courses in High School 107Advanced Placement 108Distance Learning 108Telescoped Programs 108Early Admission to College 109Residential High Schools 109International Baccalaureate Programs 110Talent Search Programs 111<r>&nbsp;&nbsp;&nbsp;&nbsp;</r>Summary 113 &bull; Appendix 5.1: College Board Offices 114 &bull; Appendix 5.2: Talent<r>&nbsp;&nbsp;&nbsp;&nbsp;</r>Search and Elementary Talent Search Programs 114 Chapter 6&nbsp;Grouping, Differentiation, and Enrichment 116Grouping Options: Bringing Gifted Students Together 117Differentiation 123Enrichment 127Independent Study, Research, and Art Projects 128Learning Centers 130Field Trips 130Saturday Programs 130Summer Programs 131Mentors and Mentorships 132Junior Great Books 133Competitions 134Technology and the Gifted 136Comments on Grouping, Differentiation, and Enrichment 138<r>&nbsp;&nbsp;&nbsp;&nbsp;</r>Summary 138 &bull; Appendix 6.1: Places That Publish Student Work 140 Chapter 7 Curriculum Models 142Schoolwide Enrichment Model: Renzulli and Reis 143Autonomous Learner Model: Betts 148Advanced Academic Program Development Model: Peters, Matthews, McBee, andMcCoach 149Purdue Three-Stage Enrichment Model: Feldhusen et al. 150Parallel Curriculum Model: Tomlinson, Kaplan, Renzulli, Purcell, Leppien, and Burns 152Multiple Menu Model: Renzulli 154Integrated Curriculum Model: VanTassel-Baska 156Mentoring Mathematical Minds Model: Gavin et al. 157The Grid: Constructing Differentiated Curriculum for the Gifted: Kaplan 158CLEAR Model: Callahan et al. 159Comment 161<r>&nbsp;&nbsp;&nbsp;&nbsp;</r>Summary 161 Chapter 8 Creativity I: The Creative Person, Creative Process, and Creative Dramatics 163Theories of Creativity 163Levels of Creativity 165Creative Persons 166Creative Abilities 168The Creative Process 169The Creative Process as a Change in Perception 172Creative Dramatics 172<r>&nbsp;&nbsp;&nbsp;&nbsp;</r>Summary 175 Chapter 9 Creativity II: Teaching for Creative Growth 177Can Creativity Be Taught? 177Goals of Creativity Training 178Creativity Consciousness, Creative Attitudes, and Creative Personality Traits 178Understanding the Topic of Creativity 180Strengthening Creative Abilities 182Personal Creative Thinking Techniques 184Standard Creative Thinking Techniques 186Involving Students in Creative Activities 193Creative Teaching and Learning 194<r>&nbsp;&nbsp;&nbsp;&nbsp;</r>Summary 195 Chapter 10 Teaching Thinking Skills 197Issues 198Indirect Teaching, Direct Teaching, and Metacognition 199Types of Thinking Skills 201Critical Thinking 203Models, Programs, and Exercises for Teaching Thinking Skills 204Philosophy for Children: Lipman 211Talents Unlimited 212Instrumental Enrichment: Feuerstein 212Critical Thinking Books and Technology 214Involving Parents as Partners in Teaching Thinking Skills 217Obstacles to Effective Thinking 218Selecting Thinking-Skills Exercises and Materials 218<r>&nbsp;&nbsp;&nbsp;&nbsp;</r>Summary 219 Chapter 11 Leadership, Affective Learning, and Character Education 221Leadership 222Leadership Definitions: Traits, Characteristics, and Skills 222Leadership Training 223Affective Learning 226Self-Concept 226Moral Development: The Kohlberg Model 228Materials and Strategies for Encouraging Affective Growth 231The Humanistic Teacher 232<r>&nbsp;&nbsp;&nbsp;&nbsp;</r>Summary 233 Chapter 12 Underachievement: Identification and Reversal 235Definition and Identification of Underachievement 236Characteristics of Underachieving Gifted Children 240Etiologies of Underachievement 247Family Etiology 247School Etiology 252Reversal of Underachievement 256Summary 262Chapter 13 Cultural Diversity and Economic Disadvantage: The Invisible Gifted 264Legislation 265Special Needs 265Factors Related to Success for Disadvantaged Youth 267Identification 269Programming for Gifted Students Who are Culturally Different 276Gifted Programming in Rural Areas 284<r>&nbsp;&nbsp;&nbsp;&nbsp;</r>Summary 287 Chapter 14 Gifted Girls, Gifted Boys 289Gifted Girls 289Historical Background 290Present Status of Women 291Gifted Boys 295Sex Differences or Gender Differences 295Mathematics Abilities 298Differences in Expectations, Achievement Orientation, and Aspirations 301Reversing Gender-Based Underachievement 305<r>&nbsp;&nbsp;&nbsp;&nbsp;</r>Summary 306 Chapter 15 Gifted Children with Disabilities 308Needs of Gifted Students with Disabilities 308Identification 312Critical Ingredients of Programs for Gifted Children with Disabilities 319Reducing Communication Limitations 320Self-Concept Development 321High-Level Abstract Thinking Skills 324Parenting Children with Disabilities 325<r>&nbsp;&nbsp;&nbsp;&nbsp;</r>Summary 326 Chapter 16 Parenting the Gifted Child 328Parenting by Positive Expectations 328Some Special Parenting Concerns 329Preschool Children 338Nontraditional Parenting 341Parent Support Groups and Advocacy 344Teaching Teens Self-Advocacy 346Parents as Teachers&mdash;Home Schooling Gifted Children 346<r>&nbsp;&nbsp;&nbsp;&nbsp;</r>Summary 347 &bull; Appendix 16.1: National Gifted and Talented Educational<r>&nbsp;&nbsp;&nbsp;&nbsp;</r>Organizations 348 Chapter 17 Understanding and Counseling Gifted Students 349Historical Background 351Personal and Social Issues 351Perfectionism 355Emotional Sensitivity and Overexcitability 357Gifted and Gay 359Gifted and Overweight 360Depression and Suicide 362Career Guidance and Counseling 363Strategies for Counseling Gifted Students 365Stress Management 367Developing a Counseling Program for Gifted Students 369Comment 371<r>&nbsp;&nbsp;&nbsp;&nbsp;</r>Summary 371 &bull; Appendix 17.1: Recommended Reading for Counselors, Administrators,<r>&nbsp;&nbsp;&nbsp;&nbsp;</r>And Teachers 373 Chapter 18 Program Evaluation 374Why Must Programs Be Evaluated? 374Evaluation Design: Begin at the Beginning 375Evaluation Models 375Complexity of Evaluation and Audience: A Hierarchy 379Instrument Selection 381Test Construction 382Daily Logs 385Indicators 385Student Self-Evaluations 385Performance Contracting 385Commitment to Evaluation 386<r>&nbsp;&nbsp;&nbsp;&nbsp;</r>Summary 386 &bull; Appendix 18.1: Example of a Structured Observation<r>&nbsp;&nbsp;&nbsp;&nbsp;</r>Form 387 &bull; Appendix 18.2: Example of a Classroom Observation<r>&nbsp;&nbsp;&nbsp;&nbsp;</r>Form 388 &bull; Appendix 18.3: Administrator Survey 391References 393Name Index 00Subject Index 00<div> </div>

Chapter 1 Gifted Education: Matching Instruction with Needs 1Chapter 2 Characteristics of Gifted Students 23Chapter 3 Identifying Gifted and Talented Students 40Chapter 4 Program Planning 72Chapter 5 Acceleration 95Chapter 6 Grouping, Differentiation, and Enrichment 116Chapter 7 Curriculum Models 142Chapter 8 Creativity I: The Creative Person, Creative Process, and CreativeDramatics 163Chapter 9 Creativity II: Teaching for Creative Growth 177Chapter 10 Teaching Thinking Skills 197Chapter 11 Leadership, Affective Learning, and Character Education 221Chapter 12 Underachievement: Identification and Reversal 235Chapter 13 Cultural Diversity and Economic Disadvantage: The Invisible Gifted 264Chapter 14 Gifted Girls, Gifted Boys 289Chapter 15 Gifted Children with Disabilities 308Chapter 16 Parenting the Gifted Child 328Chapter 17 Understanding and Counseling Gifted Students 349Chapter 18 Program Evaluation 374Preface vChapter 1 Gifted Education: Matching Instruction with Needs 1History of Giftedness and Gifted Education 3Contemporary History of Gifted Education 4National Center for Research on Gifted Education 9Definitions of Giftedness 11Explanations and Interpretations of Giftedness and Intelligence 13 Summary 21Chapter 2 Characteristics of Gifted Students 23The Terman Studies 23Traits of Intellectually Gifted Children 26Affective Characteristics 27Characteristics of the Creatively Gifted 30Characteristics of Historically Eminent Persons 31Characteristics of Teachers of the Gifted 36 Summary 38Chapter 3 Identifying Gifted and Talented Students 40Thoughts and Issues in Identification 41National Report on Identification 44Identification Methods 44Assessment of Gardner&rsquo;s Eight Intelligences 55Triarchic Abilities Test 55A Multidimensional Culture-Fair Assessment Strategy 56Talent Pool Identification Plan: Renzulli 56Identifying Gifted Preschoolers 57Identifying Gifted Secondary Students 57Recommendations from the National Report on Identification and NRC/GT 59Considering the Goals of Identification 62 Summary 62 &bull; Appendix 3.1: NAGC Position Statement 64 &bull; Appendix 3.2: Spanish Edition of Rimm&rsquo;s (1976) GIFT Creativity Inventory 65 &bull; Appendix 3.3: Teacher Nomination Form 66 &bull; Appendix 3.4: Teacher Nomination Form 67 &bull; Appendix 3.5: Sample Parent Nomination Form 68 &bull; Appendix 3.6: Student Product Assessment Form 69 &bull; Appendix 3.7: Rubrics for Verbal and Problem-Solving Tasks 70 &bull; Appendix 3.8: Scales for Rating Behavioral Characteristics of Superior Students 71Chapter 4 Program Planning 72Main Components of Program Planning 73Program Planning: Sixteen Areas 74The View from the School Board 86Perspectives of Other Teachers 89Curriculum Considerations 89Legal Issues in Gifted Education 90 Summary 91 &bull; Appendix 4.1: Ideas for Statements of Philosophy, Rationale, and Objectives 92 &bull; Appendix 4.2: National Standards for Preparation of Teachers of the Gifted 93Chapter 5 Acceleration 95Acceleration versus Enrichment 97A Nation Deceived and a Nation Empowered&mdash;Definitive Research on Acceleration 98Types of Acceleration 100Grade Skipping 104Subject Skipping and Acceleration 106Early Admission to Middle or Senior High School 107Credit by Examination 107College Courses in High School 107Advanced Placement 108Distance Learning 108Telescoped Programs 108Early Admission to College 109Residential High Schools 109International Baccalaureate Programs 110Talent Search Programs 111 Summary 113 &bull; Appendix 5.1: College Board Offices 114 &bull; Appendix 5.2: Talent Search and Elementary Talent Search Programs 114Chapter 6 Grouping, Differentiation, and Enrichment 116Grouping Options: Bringing Gifted Students Together 117Differentiation 123Enrichment 127Independent Study, Research, and Art Projects 128Learning Centers 130Field Trips 130Saturday Programs 130Summer Programs 131Mentors and Mentorships 132Junior Great Books 133Competitions 134Technology and the Gifted 136Comments on Grouping, Differentiation, and Enrichment 138 Summary 138 &bull; Appendix 6.1: Places That Publish Student Work 140Chapter 7 Curriculum Models 142Schoolwide Enrichment Model: Renzulli and Reis 143Autonomous Learner Model: Betts 148Advanced Academic Program Development Model: Peters, Matthews, McBee, andMcCoach 149Purdue Three-Stage Enrichment Model: Feldhusen et al. 150Parallel Curriculum Model: Tomlinson, Kaplan, Renzulli, Purcell, Leppien, and Burns 152Multiple Menu Model: Renzulli 154Integrated Curriculum Model: VanTassel-Baska 156Mentoring Mathematical Minds Model: Gavin et al. 157The Grid: Constructing Differentiated Curriculum for the Gifted: Kaplan 158CLEAR Model: Callahan et al. 159Comment 161 Summary 161Chapter 8 Creativity I: The Creative Person, Creative Process, and Creative Dramatics 163Theories of Creativity 163Levels of Creativity 165Creative Persons 166Creative Abilities 168The Creative Process 169The Creative Process as a Change in Perception 172Creative Dramatics 172 Summary 175Chapter 9 Creativity II: Teaching for Creative Growth 177Can Creativity Be Taught? 177Goals of Creativity Training 178Creativity Consciousness, Creative Attitudes, and Creative Personality Traits 178Understanding the Topic of Creativity 180Strengthening Creative Abilities 182Personal Creative Thinking Techniques 184Standard Creative Thinking Techniques 186Involving Students in Creative Activities 193Creative Teaching and Learning 194 Summary 195Chapter 10 Teaching Thinking Skills 197Issues 198Indirect Teaching, Direct Teaching, and Metacognition 199Types of Thinking Skills 201Critical Thinking 203Models, Programs, and Exercises for Teaching Thinking Skills 204Philosophy for Children: Lipman 211Talents Unlimited 212Instrumental Enrichment: Feuerstein 212Critical Thinking Books and Technology 214Involving Parents as Partners in Teaching Thinking Skills 217Obstacles to Effective Thinking 218Selecting Thinking-Skills Exercises and Materials 218 Summary 219Chapter 11 Leadership, Affective Learning, and Character Education 221Leadership 222Leadership Definitions: Traits, Characteristics, and Skills 222Leadership Training 223Affective Learning 226Self-Concept 226Moral Development: The Kohlberg Model 228Materials and Strategies for Encouraging Affective Growth 231The Humanistic Teacher 232 Summary 233Chapter 12 Underachievement: Identification and Reversal 235Definition and Identification of Underachievement 236Characteristics of Underachieving Gifted Children 240Etiologies of Underachievement 247Family Etiology 247School Etiology 252Reversal of Underachievement 256Summary 262Chapter 13 Cultural Diversity and Economic Disadvantage: The Invisible Gifted 264Legislation 265Special Needs 265Factors Related to Success for Disadvantaged Youth 267Identification 269Programming for Gifted Students Who are Culturally Different 276Gifted Programming in Rural Areas 284 Summary 287Chapter 14 Gifted Girls, Gifted Boys 289Gifted Girls 289Historical Background 290Present Status of Women 291Gifted Boys 295Sex Differences or Gender Differences 295Mathematics Abilities 298Differences in Expectations, Achievement Orientation, and Aspirations 301Reversing Gender-Based Underachievement 305 Summary 306Chapter 15 Gifted Children with Disabilities 308Needs of Gifted Students with Disabilities 308Identification 312Critical Ingredients of Programs for Gifted Children with Disabilities 319Reducing Communication Limitations 320Self-Concept Development 321High-Level Abstract Thinking Skills 324Parenting Children with Disabilities 325 Summary 326Chapter 16 Parenting the Gifted Child 328Parenting by Positive Expectations 328Some Special Parenting Concerns 329Preschool Children 338Nontraditional Parenting 341Parent Support Groups and Advocacy 344Teaching Teens Self-Advocacy 346Parents as Teachers&mdash;Home Schooling Gifted Children 346 Summary 347 &bull; Appendix 16.1: National Gifted and Talented Educational Organizations 348Chapter 17 Understanding and Counseling Gifted Students 349Historical Background 351Personal and Social Issues 351Perfectionism 355Emotional Sensitivity and Overexcitability 357Gifted and Gay 359Gifted and Overweight 360Depression and Suicide 362Career Guidance and Counseling 363Strategies for Counseling Gifted Students 365Stress Management 367Developing a Counseling Program for Gifted Students 369Comment 371 Summary 371 &bull; Appendix 17.1: Recommended Reading for Counselors, Administrators, And Teachers 373Chapter 18 Program Evaluation 374Why Must Programs Be Evaluated? 374Evaluation Design: Begin at the Beginning 375Evaluation Models 375Complexity of Evaluation and Audience: A Hierarchy 379Instrument Selection 381Test Construction 382Daily Logs 385Indicators 385Student Self-Evaluations 385Performance Contracting 385Commitment to Evaluation 386 Summary 386 &bull; Appendix 18.1: Example of a Structured Observation Form 387 &bull; Appendix 18.2: Example of a Classroom Observation Form 388 &bull; Appendix 18.3: Administrator Survey 391References 393Name Index 00Subject Index 00

<ul>
 <li>
 <div style="MARGIN: 0px">Chapter 1 Gifted Education: Matching Instruction with Needs</div>
 </li>
 <li>
 <div style="MARGIN: 0px">Chapter 2 Characteristics of Gifted Students</div>
 </li>
 <li>
 <div style="MARGIN: 0px">Chapter 3 Identifying Gifted and Talented Students</div>
 </li>
 <li>
 <div style="MARGIN: 0px">Chapter 4 Program Planning </div>
 </li>
 <li>
 <div style="MARGIN: 0px">Chapter 5 Acceleration </div>
 </li>
 <li>
 <div style="MARGIN: 0px">Chapter 6 Grouping, Differentiation, and Enrichment </div>
 </li>
 <li>
 <div style="MARGIN: 0px">Chapter 7 Curriculum Models </div>
 </li>
 <li>
 <div style="MARGIN: 0px">Chapter 8 Creativity I: The Creative Person, Creative Process, and Creative Dramatics </div>
 </li>
 <li>
 <div style="MARGIN: 0px">Chapter 9 Creativity II: Teaching for Creative Growth </div>
 </li>
 <li>
 <div style="MARGIN: 0px">Chapter 10 Teaching Thinking Skills </div>
 </li>
 <li>
 <div style="MARGIN: 0px">Chapter 11 Leadership, Affective Learning, and Character Education </div>
 </li>
 <li>
 <div style="MARGIN: 0px">Chapter 12 Underachievement: Identification and Reversal </div>
 </li>
 <li>
 <div style="MARGIN: 0px">Chapter 13 Cultural Diversity and Economic Disadvantage: The Invisible Gifted </div>
 </li>
 <li>
 <div style="MARGIN: 0px">Chapter 14 Gifted Girls, Gifted Boys </div>
 </li>
 <li>
 <div style="MARGIN: 0px">Chapter 15 Gifted Children with Disabilities </div>
 </li>
 <li>
 <div style="MARGIN: 0px">Chapter 16 Parenting the Gifted Child</div>
 </li>
 <li>
 <div style="MARGIN: 0px">Chapter 17 Understanding and Counseling Gifted Students </div>
 </li>
 <li>
 <div style="MARGIN: 0px">Chapter 18 Program Evaluation </div>
 </li>
</ul>

BRIEF CONTENTS1. Gifted Education: Matching Instruction with Needs 2. Characteristics of Gifted Students 3. Identifying Gifted and Talented Students 4. Program Planning 5. Acceleration 6. Grouping, Differentiation, and Enrichment 7. Curriculum Models 8. Creativity I: The Creative Person, Creative Process, and Creative Dramatics 9. Creativity II: Teaching for Creative Growth 10. Teaching Thinking Skills 11. Leadership, Affective Learning, and Character Education 12. Underachievement: Identification and Reversal 13. Cultural Diversity and Economic Disadvantage: The Invisible Gifted 14. Gifted Girls, Gifted Boys 15. Gifted Children with Disabilities 16. Parenting the Gifted Child 17. Understanding and Counseling Gifted Students 18. Program Evaluation DETAILED CONTENTSPreface1. Gifted Education: Matching Instruction with Needs History of Giftedness and Gifted Education Contemporary History of Gifted Education National Center for Research on Gifted Education Definitions of Giftedness Explanations and Interpretations of Giftedness and Intelligence Summary2. Characteristics of Gifted Students The Terman Studies Traits of Intellectually Gifted Children Affective Characteristics Characteristics of the Creatively Gifted Characteristics of Historically Eminent Persons Characteristics of Teachers of the Gifted Summary3. Identifying Gifted and Talented Students Thoughts and Issues in Identification National Report on Identification Identification Methods Assessment of Gardner's Eight Intelligences Triarchic Abilities Test A Multidimensional Culture-Fair Assessment Strategy Talent Pool Identification Plan: Renzulli Identifying Gifted Preschoolers Identifying Gifted Secondary Students Recommendations from the National Report on Identification and NRC/GT Considering the Goals of Identification Summary Appendix 3.1: NAGC Position Statement Appendix 3.2: Spanish Edition of Rimm's (1976) GIFT Creativity Inventory Appendix 3.3: Teacher Nomination Form Appendix 3.4: Teacher Nomination Form Appendix 3.5: Sample Parent Nomination Form Appendix 3.6: Student Product Assessment Form Appendix 3.7: Rubrics for Verbal and Problem-Solving Tasks Appendix 3.8: Scales for Rating Behavioral Characteristics of Superior Students4. Program Planning Main Components of Program Planning Program Planning: Sixteen Areas The View from the School Board Perspectives of Other Teachers Curriculum Considerations Legal Issues in Gifted Education Summary Appendix 4.1: Ideas for Statements of Philosophy, Rationale, and Objectives Appendix 4.2: National Standards for Preparation of Teachers of the Gifted5. Acceleration Acceleration versus Enrichment A Nation Deceived and a Nation Empowered -- Definitive Research on Acceleration Types of Acceleration Grade Skipping Subject Skipping and Acceleration Early Admission to Middle or Senior High School Credit by Examination College Courses in High School Advanced Placement Distance Learning Telescoped Programs Early Admission to College Residential High Schools International Baccalaureate Programs Talent Search Programs Summary Appendix 5.1: College Board Offices Appendix 5.2: Talent Search and Elementary Talent Search Programs6. Grouping, Differentiation, and Enrichment Grouping Options: Bringing Gifted Students Together Differentiation Enrichment Independent Study, Research, and Art Projects Learning Centers Field Trips Saturday Programs Summer Programs Mentors and Mentorships Junior Great Books Competitions Technology and the Gifted Comments on Grouping, Differentiation, and Enrichment Summary Appendix 6.1: Places That Publish Student Work7. Curriculum Models Schoolwide Enrichment Model: Renzulli and Reis Autonomous Learner Model: Betts Advanced Academic Program Development Model: Peters, Matthews, McBee, and McCoach Purdue Three-Stage Enrichment Model: Feldhusen et al. Parallel Curriculum Model: Tomlinson, Kaplan, Renzulli, Purcell, Leppien, and Burns Multiple Menu Model: Renzulli Integrated Curriculum Model: VanTassel-Baska Mentoring Mathematical Minds Model: Gavin et al. The Grid: Constructing Differentiated Curriculum for the Gifted: Kaplan CLEAR Model: Callahan et al. Comment Summary8. Creativity I: The Creative Person, Creative Process, and Creative Dramatics Theories of Creativity Levels of Creativity Creative Persons Creative Abilities The Creative Process The Creative Process as a Change in Perception Creative Dramatics Summary9. Creativity II: Teaching for Creative Growth Can Creativity Be Taught? Goals of Creativity Training Creativity Consciousness, Creative Attitudes, and Creative Personality Traits Understanding the Topic of Creativity Strengthening Creative Abilities Personal Creative Thinking Techniques Standard Creative Thinking Techniques Involving Students in Creative Activities Creative Teaching and Learning Summary10. Teaching Thinking Skills Issues Indirect Teaching, Direct Teaching, and Metacognition Types of Thinking Skills Critical Thinking Models, Programs, and Exercises for Teaching Thinking Skills Philosophy for Children: Lipman Talents Unlimited Instrumental Enrichment: Feuerstein Critical Thinking Books and Technology Involving Parents as Partners in Teaching Thinking Skills Obstacles to Effective Thinking Selecting Thinking-Skills Exercises and Materials Summary11. Leadership, Affective Learning, and Character Education Leadership Leadership Definitions: Traits, Characteristics, and Skills Leadership Training Affective Learning Self-Concept Moral Development: The Kohlberg Model Materials and Strategies for Encouraging Affective Growth The Humanistic Teacher Summary12. Underachievement: Identification and Reversal Definition and Identification of Underachievement Characteristics of Underachieving Gifted Children Etiologies of Underachievement Family Etiology School Etiology Reversal of Underachievement Summary13. Cultural Diversity and Economic Disadvantage: The Invisible Gifted Legislation Special Needs Factors Related to Success for Disadvantaged Youth Identification Programming for Gifted Students Who are Culturally Different Gifted Programming in Rural Areas Summary14. Gifted Girls, Gifted Boys Gifted Girls Historical Background Present Status of Women Gifted Boys Sex Differences or Gender Differences Mathematics Abilities Differences in Expectations, Achievement Orientation, and Aspirations Reversing Gender-Based Underachievement Summary15. Gifted Children with Disabilities Needs of Gifted Students with Disabilities Identification Critical Ingredients of Programs for Gifted Children with Disabilities Reducing Communication Limitations Self-Concept Development High-Level Abstract Thinking Skills Parenting Children with Disabilities Summary16. Parenting the Gifted Child Parenting by Positive Expectations Some Special Parenting Concerns Preschool Children Nontraditional Parenting Parent Support Groups and Advocacy Teaching Teens Self-Advocacy Parents as Teachers -- Home Schooling Gifted Children Summary Appendix 16.1: National Gifted and Talented Educational Organizations17. Understanding and Counseling Gifted Students Historical Background Personal and Social Issues Perfectionism Emotional Sensitivity and Overexcitability Gifted and Gay Gifted and Overweight Depression and Suicide Career Guidance and Counseling Strategies for Counseling Gifted Students Stress Management Developing a Counseling Program for Gifted Students Comment Summary Appendix 17.1: Recommended Reading for Counselors, Administrators, And Teachers18. Program Evaluation Why Must Programs Be Evaluated? Evaluation Design: Begin at the Beginning Evaluation Models Complexity of Evaluation and Audience: A Hierarchy Instrument Selection Test Construction Daily Logs Indicators Student Self-Evaluations Performance Contracting Commitment to Evaluation Summary Appendix 18.1: Example of a Structured Observation Form Appendix 18.2: Example of a Classroom Observation Form Appendix 18.3: Administrator SurveyReferences Name Index Subject Index

Sylvia B. Rimm

Del B. Siegle

Gary A. Davis

A digital version of the text you can personalize and read online or offline.

eTextbook

Education of the Gifted and Talented

A digital version of the text you can personalize and read online or offline. If your instructor has invited you to join a specific Pearson eTextbook course for your class, you will need to purchase your eText through the course invite link they provide.

Now available on

This product is a bound, printed text book.

Print

Paperback

Education of the Gifted and Talented, 7th edition

Access details

Features

Details

Pearson+