Growing up Gifted : Developing the Potential of Children at Home and at School

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  • Edition: 7th
  • Format: Hardcover
  • Copyright: 2008-01-01
  • Publisher: Prentice Hall
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This leading introduction to gifted and talented children retains proven parts of its original structure and combines it with the knowledge and best practices from a variety of sources. It incorporates knowledge from many disciplines and integrates best practices from classrooms to inform readers of how to work with children who grow up gifted and bring their gifts to the world. The author encourages readers to understand intelligence in order to help more children realize their unique potential of gifts and talents.The new edition will also feature more information for general education teachers on how to work with gifted and talented students in inclusive environments by offering more strategies and activities that educators can utilize in the classroom as well as in home-based settings. Throughout, the author incorporates knowledge from many disciplines, a wide range of research, best practices available for nurturing giftedness in the classroom, assessment and evaluation for the success of the student and the program, and a structure that gives a step-by-step approach to using these skills in the classroom and at home. Readers will begin to understand intelligence in order to help more children realize their unique potential of gifts and talents. Overall, readers will enjoy a text that is readable, uncovers some exciting new ideas and strategies, and makes every teacher at home and at school a knowledgeable partner in the process of children growing up gifted.For teachers of gifted and talented students.

Table of Contents

Understanding Gifted Education and Talent Development
Gifted Education and Talent Developmentp. 3
The Mission of and the Rationale for Gifted Education and Talent Developmentp. 4
A Mission of Excellence and Equityp. 5
A Rationalep. 6
Excellence, Equity, and Gifted and Talented Learnersp. 9
Interest in Educating Gifted Learnersp. 9
Barriers to Appropriate Gifted Education and Talent Developmentp. 19
Review of Important Ideasp. 25
Check Your Understandingp. 27
The Concepts of Intelligence, Giftedness, Talent, and Talent Developmentp. 28
The Concept of Intelligencep. 29
The Behavioral Concept of Intelligencep. 31
The Concept of Intelligence as a Process Within the Brainp. 38
The Development of Intelligencep. 48
Nature Plus Nurturep. 48
High Levels of Intellectual Development: Giftednessp. 50
The Gifted Brainp. 50
Intelligence, Giftedness, Gifted Individuals, Talent, and Talent Development: Definitionsp. 52
Intelligencep. 53
Gifted, Giftedness, and Gifted Studentsp. 54
Talent and Talent Developmentp. 55
Review of Important Ideasp. 58
Check Your Understandingp. 59
The Origins and Growth of Giftednessp. 61
Families and Gifted Childrenp. 63
Siblings of Gifted Childrenp. 67
Ensuring Family Support for Schoolp. 68
Characteristics of Gifted Learnersp. 73
Highly and Profoundly Gifted Individualsp. 79
The Beginnings of Giftedness: Birth Through 2 Yearsp. 86
Prenatal and Perinatal Interactionp. 90
From Birth Through 3 Monthsp. 90
From 4 Months Through 20 Monthsp. 92
From 11 Months Through 2 Yearsp. 95
Creating a Responsive Learning Environment for Early Learningp. 98
Early Childhood: Ensuring the Development of High Potentialp. 102
The Preschool Experiencep. 103
Adolescence: Supporting Uniquenessp. 112
The Physical Transitionp. 114
The Intellectual Transitionp. 115
The Social-Emotional Transitionp. 117
The Intuitive Transitionp. 119
The Cross-Cultural Development of Identity in the Gifted Adolescentp. 119
Review of Important Ideasp. 121
Check Your Understandingp. 122
Social-Emotional Development and Giftednessp. 123
The Social-Emotional Development of Gifted Childrenp. 124
Emotional Intelligence and Giftednessp. 125
Social-Emotional Characteristics of Gifted Childrenp. 127
Locus of Controlp. 128
Competitionp. 131
Perfectionismp. 132
Social-Emotional Well-Being of Gifted Childrenp. 135
The Self-Concept of the Gifted Childp. 139
Labeling Gifted Childrenp. 148
The Moral Development of Gifted Childrenp. 149
Attitudes of Society, Teachers, and Other School Personnelp. 151
Review of Important Ideasp. 153
Check Your Understandingp. 155
Creativity: Integrated Thinking and Beingp. 156
Views of the Concept of Creativityp. 158
Creativity as a Part of Giftednessp. 159
The Cognitive or Rational View of Creativityp. 160
The Affective or Emotional-Social View of Creativityp. 162
The Physical/Sensing View of Creativityp. 163
The Intuitive View of Creativityp. 163
The Holistic View of Creativity: Integrating the Viewsp. 164
Characteristics and Abilities Commonly Found in Creative Individualsp. 166
Rational Characteristicsp. 168
Affective Characteristicsp. 168
Physical Characteristicsp. 169
Intuitive Characteristicsp. 169
Creativity as a Processp. 171
Developing Creativityp. 174
Conditions That Enhance the Development of Creativityp. 174
Conditions That Inhibit the Development of Creativityp. 182
Measuring Creativityp. 183
Measures of Performancep. 185
Measures of Productsp. 186
Measures of Creative Personality Characteristics and Attitudesp. 186
Problems in Measuring Creativityp. 186
Review of Important Ideasp. 188
Check Your Understandingp. 190
Educating the Gifted Student at School
Assessment and Identification of Gifted Studentsp. 193
Recognizing Giftednessp. 195
Different Approaches to Recognizing Giftednessp. 197
Other Issues That Make Identification Difficultp. 199
The Process of Identifying Gifted Students: Search, Screen, and Identifyp. 200
Searchp. 200
Effective Screeningp. 204
Identification and Placementp. 208
Identification: Assessing Intelligence, Abilities, and Aptitudesp. 210
Traditional and Nontraditional Assessmentsp. 211
Alternative, Authentic, and Performance-Based Assessmentp. 211
The Assessment of Intelligence, Abilities, and Aptitudes by Program Categoriesp. 212
A Summary of the Identification Processp. 220
Review of Important Ideasp. 221
Check Your Understandingp. 223
Optimizing Learning: Using Brain Research in Elementary and Secondary Classroomsp. 225
The Seven Steps to Optimizing Learningp. 227
Understand Brain Development As the Basis for Learningp. 228
Create a Responsive Learning Environmentp. 228
The Physical Learning Environmentp. 233
The Social-Emotional Learning Environmentp. 235
Integrate the Intellectual Processes: The Integrative Education Model (IEM)p. 239
Integrating Cognitive Processes: Combining Linear-Rational-Verbal and Spatial-Gestalt-Visual Functions of the Brain Hemispheresp. 240
Integrating Affective Processes: Social-Emotional Learningp. 247
Integrating Physical Processesp. 252
Integrating Intuitive Processesp. 256
Sample Lessons for Integrating Intellectual Processesp. 265
Review of Important Ideasp. 272
Check Your Understandingp. 275
Optimizing Learning: Strategies and Modifications for Elementary and Secondary Gifted Learnersp. 276
Establish the Continuum of Learningp. 278
Standards and Rubricsp. 279
A Cautionp. 280
Assess the Student's Level of Masteryp. 281
Creating Student Portfoliosp. 283
Differentiate and Individualize Teaching and Learningp. 286
Providing Differentiation to Meet the Educational Needs of Gifted Learnersp. 287
Individualizing Instructionp. 311
Review of Important Ideasp. 320
Check Your Understandingp. 322
Culturally Responsive Teaching and Giftednessp. 323
Multicultural Education and Giftednessp. 324
Global Educationp. 329
Racially and Ethnically Diverse Gifted Populationsp. 330
Learning Differences Among and Between Racial and Ethnic Culturesp. 331
Choosing Teachers for Racially and Ethnically Diverse Gifted Learnersp. 336
The Choice Between Academic Achievement and Cultural Affiliationp. 337
Economically Disadvantaged Gifted Students: The Culture of Povertyp. 338
Learning Differencesp. 340
Interventionp. 341
Underrepresentation of Culturally Diverse Groups in the Gifted Populationp. 342
Identifying of Gifted Learners from Culturally Diverse Populationsp. 346
Search and Screen for Giftedness Among Students in Culturally Diverse Populationsp. 349
Identifying Economically Disadvantaged Gifted Learnersp. 354
Review of Important Ideasp. 356
Check Your Understandingp. 358
Exceptionality, Underachievement, Gender, and Giftednessp. 359
Gifted Learners with Disabilitiesp. 361
Characteristics of Gifted Children with Disabilitiesp. 362
Identification of Gifted Children with Disabilitiesp. 364
Programming for Gifted Children with Disabilitiesp. 366
Underachieving Gifted Studentsp. 369
Characteristics of Underachieving Gifted Studentsp. 370
Causes of Underachievementp. 372
Prevention and Remediation of Underachievementp. 375
Gender and Giftednessp. 379
Gender Characteristics That Affect Learningp. 381
Issues Regarding Gifted Femalesp. 383
Issues Regarding Gifted Malesp. 392
The Special Needs of Gifted Students Who Are Gay, Lesbian, Bisexual, or Transgendered (GLBT)p. 395
Review of Important Ideasp. 396
Check Your Understandingp. 398
Building and Maintaining Effective Programs and Services for Gifted Learners
Program Models, Structures, and Organizations for Elementary and Secondary Gifted Learnersp. 401
Developing Effective Programs for Gifted and Talented Studentsp. 403
Programming by Level of Involvementp. 404
Programming in a Full-Inclusion Classroomp. 406
Administrative and Curricular Modifications Used in Gifted and Talented Education Programsp. 407
Enrichmentp. 407
Accelerationp. 409
Grouping by Ability and Needp. 411
Models and Structures Used to Teach Elementary and Secondary Gifted Learnersp. 416
Conceptual Frameworksp. 416
Curriculum Models Often Used to Educate Gifted Learnersp. 419
Program Organizations for Gifted Learners in Elementary Schoolp. 427
Regular Classroomsp. 432
Individualized Classroomsp. 435
Special Classesp. 435
Special Schoolsp. 436
Adjunct Programsp. 436
Program Organizations for Gifted Learners in Middle School and High Schoolp. 436
Early Admission Programsp. 439
Core Academic Classesp. 439
Group Seminarsp. 439
Honors Classesp. 439
Mini-Course Structurep. 440
School-Within-a-Schoolp. 441
Governor's Schoolsp. 441
Advanced Placement Programp. 442
International Baccalaureate Programp. 442
Secondary Triad Modelp. 442
Autonomous Learner Modelp. 443
Purdue Secondary Modelp. 443
Accelerated College Enrollment and Early Entrance Programsp. 443
Johns Hopkins University's Study of Mathematically Precocious Youthp. 444
Homeschooling: An Alternative Approach for Elementary and Secondary Gifted Learnersp. 446
Review of Important Ideasp. 450
Check Your Understandingp. 452
Effective Programs for Gifted and Talented Educationp. 453
Developing Effective Gifted and Talented Education (GATE) Programsp. 455
Seven Actions to Take in Developing an Effective GATE Programp. 455
Teachers of Gifted Learners at Schoolp. 463
Abilities, Values, and Characteristics of Teachers of Gifted Studentsp. 464
Teacher Education and Certificationp. 467
The Coordinator of the Gifted and Talented Education Programp. 472
The Gifted and Talented Education Program Advisory Committeep. 474
The Importance of Support for Effective Programsp. 475
Gaining the Support of Teachersp. 475
Gaining the Support of Parentsp. 476
Gaining the Support of the Administratorp. 478
Counselors and School Psychologists as Support Personnelp. 480
Gaining the Support of the Communityp. 486
Assessment and Evaluation of Programs and Servicesp. 490
Evaluating Program Effectivenessp. 490
Evaluating Teaching and Learning: Step Seven to Optimizing Learningp. 492
Grading Gifted Learnersp. 493
Reflect and Reform: The Final Step to Optimizing Learning and Maintaining an Effective GATE Programp. 497
Review of Important Ideasp. 498
Check Your Understandingp. 500
Referencesp. 503
Name Indexp. 523
Subject Indexp. 529
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