Fundamentals of Gifted Education: Considering Multiple Perspectives

by Callahan; Carolyn M.

• ISBN13: 9780415881517
• ISBN10: 041588151X
• Format: Nonspecific Binding
• Copyright: 2012-07-06
• Publisher: Routledge

Summary

The field of gifted education is characterized by a confusing array of perspectives concerning such fundamental issues as definition, philosophy, curriculum, social and emotional development, and underserved populations. The mission of this book is to provide a coherent framework that instructors and service providers can use in planning effective programs, providing appropriate counseling services, and evaluating programs for the gifted. Most sections are organized around fundamental issues confronting the field and follow a common structure: an introductory chapter that provides historical and theoretical background and organizing questions followed by several point-of-view chapters written by experts that provide varied perspectives on the topic at hand. Distinguishing Features Comprehensive Coverage The book's forty-five manageable-length chapters cover the full range of topics that must be considered in planning programs and services for gifted students both within and outside of school. Coherent Structure Section introductions provide background information and organizing questions to guide chapter authors who provide varying views of the issue at hand. The emphasis is not on the "right way" or the "wrong way" (except when clearly documented bad practice is discussed), but on how best practice stems from well-informed and logical decision-making. Decision Making Focus The book's introductory chapter addresses the need for a clearly developed and consistently applied set of values to guide decision making. Likewise, each section introduction includes a decision making framework regarding some aspect of educating, counseling, or parenting gifted students. This book is appropriate for introductory level courses in gifted education or courses in program development and planning. It is also suitable for school personnel responsible for making program planning decisions in the area of gifted education and for academic libraries with holdings in this area.

Author Biography

Carolyn M. Callahan (PhD University of Connecticut) is Commonwealth Professor of Education the University of Virginia. She has been a principal investigator on projects of the National Research Center on the Gifted arid Talented for the past 19 years. She has published more than 180 refereed articles and 50 book chapters across a broad range of topics on gifted education. She is a past president of The Association for the Gifted and the National Association for Gifted Children (NAGC). She is currently editor of Gifted Child Quarterly. Holly L. Hertberg-Davis (PhD University, of Virginia) is an educational consultant specializing in differentiation of instruction, advanced curriculum, and professional development. She is a former faculty member at the University of Virginia's Curry School of Education, where she taught courses in the education of the gifted, and was a principal investigator for the National Research Center on the Gifted and Talented. She has written and presented extensively on her primary research interests: differentiation of instruction, staff development, and equity in Advanced Placement and international Baccalaureate courses.

Table of Contents

Preface	p. xii
Acknowledgments	p. xv
List of Contributors	p. xvi
List of Figures	p. xxv
List of Tables	p. xxvii
Introduction	p. 1
Beliefs, Philosophies, and Definitions of Giftedness	p. 11
Beliefs, Philosophies, and Definitions	p. 13
A Brief Synopsis of Events Influencing the Recognition and Education of Gifted Children in the United States	p. 21
Policy-related Definitions of Giftedness: A Call for Change	p. 26
Gifted Behaviors Versus Gifted Individuals	p. 36
Being Gifted	p. 49
The DMGT 2.0: From Gifted Inputs to Talented Outputs	p. 56
Problematizing Gifted Education	p. 69
Identification of Giftedness	p. 81
Considerations for Identification of Gifted and Talented Students: An Introduction to Identification	p. 83
Traditional Perspectives on Identification	p. 92
The Use of Traditional Assessment Tools for Identifying Gifted Students	p. 105
Identifying Gifted Students: Nontraditional Uses of Traditional Measures	p. 112
Uses and Misuses of Matrices in Identifying Gifted Students: Considerations for Better Practice	p. 128
Identifying Gifted Learners: Nonverbal Assessment	p. 135
Not Just a Test: Utilizing Non-test Assessments in Identifying Gifted and Talented Students	p. 148
Response to Intervention (RtI) Approaches to Identification Practices Within Gifted Education	p. 152
Service Delivery Options and Programming Models for Gifted Students	p. 159
Contexts for Instruction: An Introduction to Service Delivery Options and Programming Models in Gifted Education	p. 161
Evidence Trumps Beliefs: Academic Acceleration is an Effective Intervention for High-ability Students	p. 164
Cognitive and Affective Outcomes of Pull-out Programs: Knowns and Unknowns	p. 176
Analyzing Pull-out Programs: A Framework for Planning	p. 188
The Schoolwide Enrichment Model: A Focus on Student Creative Productivity, Strengths, and Interests	p. 199
Cluster Grouping Programs and the Total School Cluster Grouping Model	p. 212
The Levels of Service Model	p. 226
Parents and the Development and Education of Gifted Students	p. 236
Effectiveness and Implications of Homeschooling for Gifted Students	p. 248
Curricular and Instructional Decisions	p. 257
Defensible Curriculum for Gifted Students: An Introduction	p. 259
The Multiple Menu Model: A Guide for Developing Differentiated Curriculum	p. 263
Depth and Complexity	p. 277
Differentiated Instruction	p. 287
The CLEAR Curriculum Model	p. 301
The Integrated Curriculum Model	p. 315
Specific Populations	p. 327
Heterogeneity Among the Gifted: Not an Oxymoron	p. 329
Gifted Males: Understanding Their Challenges and Honoring Their Potential	p. 331
Is This Really Still a Problem? The Special Needs of Gifted Girls and Women	p. 343
Twice-exceptional Students: Gifted Students With Learning Disabilities	p. 358
Gifted Students With Emotional and Behavioral Disabilities	p. 369
Underachieving Gifted Students	p. 377
Gifted African Americans	p. 388
Asian American Gifted Students: The Model Minority or the Misunderstood Minority?	p. 401
Gifted Latino Students: Overcoming Barriers and Realizing Promise	p. 412
Students From Rural Environments	p. 424
Evaluation and Policy in Gifted Education	p. 435
Evaluating, Reflecting, Affirming, and Redirecting: An Introduction to the Evaluation of Gifted Programs	p. 437
Evaluating Services Offered to Gifted and Talented Students: A Planning Guide	p. 440
Assessing Resources, Activities, and Outcomes of Programs for the Gifted and Talented	p. 448
Political Issues in Gifted Education	p. 458
Recommended Readings by Topic	p. 470
Index	p. 474
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