Understanding Gifted Education and Talent Development | |
Gifted Education and Talent Development | p. 3 |
The Mission of and the Rationale for Gifted Education and Talent Development | p. 4 |
A Mission of Excellence and Equity | p. 5 |
A Rationale | p. 6 |
Excellence, Equity, and Gifted and Talented Learners | p. 9 |
Interest in Educating Gifted Learners | p. 9 |
Barriers to Appropriate Gifted Education and Talent Development | p. 19 |
Review of Important Ideas | p. 25 |
Check Your Understanding | p. 27 |
The Concepts of Intelligence, Giftedness, Talent, and Talent Development | p. 28 |
The Concept of Intelligence | p. 29 |
The Behavioral Concept of Intelligence | p. 31 |
The Concept of Intelligence as a Process Within the Brain | p. 38 |
The Development of Intelligence | p. 48 |
Nature Plus Nurture | p. 48 |
High Levels of Intellectual Development: Giftedness | p. 50 |
The Gifted Brain | p. 50 |
Intelligence, Giftedness, Gifted Individuals, Talent, and Talent Development: Definitions | p. 52 |
Intelligence | p. 53 |
Gifted, Giftedness, and Gifted Students | p. 54 |
Talent and Talent Development | p. 55 |
Review of Important Ideas | p. 58 |
Check Your Understanding | p. 59 |
The Origins and Growth of Giftedness | p. 61 |
Families and Gifted Children | p. 63 |
Siblings of Gifted Children | p. 67 |
Ensuring Family Support for School | p. 68 |
Characteristics of Gifted Learners | p. 73 |
Highly and Profoundly Gifted Individuals | p. 79 |
The Beginnings of Giftedness: Birth Through 2 Years | p. 86 |
Prenatal and Perinatal Interaction | p. 90 |
From Birth Through 3 Months | p. 90 |
From 4 Months Through 20 Months | p. 92 |
From 11 Months Through 2 Years | p. 95 |
Creating a Responsive Learning Environment for Early Learning | p. 98 |
Early Childhood: Ensuring the Development of High Potential | p. 102 |
The Preschool Experience | p. 103 |
Adolescence: Supporting Uniqueness | p. 112 |
The Physical Transition | p. 114 |
The Intellectual Transition | p. 115 |
The Social-Emotional Transition | p. 117 |
The Intuitive Transition | p. 119 |
The Cross-Cultural Development of Identity in the Gifted Adolescent | p. 119 |
Review of Important Ideas | p. 121 |
Check Your Understanding | p. 122 |
Social-Emotional Development and Giftedness | p. 123 |
The Social-Emotional Development of Gifted Children | p. 124 |
Emotional Intelligence and Giftedness | p. 125 |
Social-Emotional Characteristics of Gifted Children | p. 127 |
Locus of Control | p. 128 |
Competition | p. 131 |
Perfectionism | p. 132 |
Social-Emotional Well-Being of Gifted Children | p. 135 |
The Self-Concept of the Gifted Child | p. 139 |
Labeling Gifted Children | p. 148 |
The Moral Development of Gifted Children | p. 149 |
Attitudes of Society, Teachers, and Other School Personnel | p. 151 |
Review of Important Ideas | p. 153 |
Check Your Understanding | p. 155 |
Creativity: Integrated Thinking and Being | p. 156 |
Views of the Concept of Creativity | p. 158 |
Creativity as a Part of Giftedness | p. 159 |
The Cognitive or Rational View of Creativity | p. 160 |
The Affective or Emotional-Social View of Creativity | p. 162 |
The Physical/Sensing View of Creativity | p. 163 |
The Intuitive View of Creativity | p. 163 |
The Holistic View of Creativity: Integrating the Views | p. 164 |
Characteristics and Abilities Commonly Found in Creative Individuals | p. 166 |
Rational Characteristics | p. 168 |
Affective Characteristics | p. 168 |
Physical Characteristics | p. 169 |
Intuitive Characteristics | p. 169 |
Creativity as a Process | p. 171 |
Developing Creativity | p. 174 |
Conditions That Enhance the Development of Creativity | p. 174 |
Conditions That Inhibit the Development of Creativity | p. 182 |
Measuring Creativity | p. 183 |
Measures of Performance | p. 185 |
Measures of Products | p. 186 |
Measures of Creative Personality Characteristics and Attitudes | p. 186 |
Problems in Measuring Creativity | p. 186 |
Review of Important Ideas | p. 188 |
Check Your Understanding | p. 190 |
Educating the Gifted Student at School | |
Assessment and Identification of Gifted Students | p. 193 |
Recognizing Giftedness | p. 195 |
Different Approaches to Recognizing Giftedness | p. 197 |
Other Issues That Make Identification Difficult | p. 199 |
The Process of Identifying Gifted Students: Search, Screen, and Identify | p. 200 |
Search | p. 200 |
Effective Screening | p. 204 |
Identification and Placement | p. 208 |
Identification: Assessing Intelligence, Abilities, and Aptitudes | p. 210 |
Traditional and Nontraditional Assessments | p. 211 |
Alternative, Authentic, and Performance-Based Assessment | p. 211 |
The Assessment of Intelligence, Abilities, and Aptitudes by Program Categories | p. 212 |
A Summary of the Identification Process | p. 220 |
Review of Important Ideas | p. 221 |
Check Your Understanding | p. 223 |
Optimizing Learning: Using Brain Research in Elementary and Secondary Classrooms | p. 225 |
The Seven Steps to Optimizing Learning | p. 227 |
Understand Brain Development As the Basis for Learning | p. 228 |
Create a Responsive Learning Environment | p. 228 |
The Physical Learning Environment | p. 233 |
The Social-Emotional Learning Environment | p. 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 Hemispheres | p. 240 |
Integrating Affective Processes: Social-Emotional Learning | p. 247 |
Integrating Physical Processes | p. 252 |
Integrating Intuitive Processes | p. 256 |
Sample Lessons for Integrating Intellectual Processes | p. 265 |
Review of Important Ideas | p. 272 |
Check Your Understanding | p. 275 |
Optimizing Learning: Strategies and Modifications for Elementary and Secondary Gifted Learners | p. 276 |
Establish the Continuum of Learning | p. 278 |
Standards and Rubrics | p. 279 |
A Caution | p. 280 |
Assess the Student's Level of Mastery | p. 281 |
Creating Student Portfolios | p. 283 |
Differentiate and Individualize Teaching and Learning | p. 286 |
Providing Differentiation to Meet the Educational Needs of Gifted Learners | p. 287 |
Individualizing Instruction | p. 311 |
Review of Important Ideas | p. 320 |
Check Your Understanding | p. 322 |
Culturally Responsive Teaching and Giftedness | p. 323 |
Multicultural Education and Giftedness | p. 324 |
Global Education | p. 329 |
Racially and Ethnically Diverse Gifted Populations | p. 330 |
Learning Differences Among and Between Racial and Ethnic Cultures | p. 331 |
Choosing Teachers for Racially and Ethnically Diverse Gifted Learners | p. 336 |
The Choice Between Academic Achievement and Cultural Affiliation | p. 337 |
Economically Disadvantaged Gifted Students: The Culture of Poverty | p. 338 |
Learning Differences | p. 340 |
Intervention | p. 341 |
Underrepresentation of Culturally Diverse Groups in the Gifted Population | p. 342 |
Identifying of Gifted Learners from Culturally Diverse Populations | p. 346 |
Search and Screen for Giftedness Among Students in Culturally Diverse Populations | p. 349 |
Identifying Economically Disadvantaged Gifted Learners | p. 354 |
Review of Important Ideas | p. 356 |
Check Your Understanding | p. 358 |
Exceptionality, Underachievement, Gender, and Giftedness | p. 359 |
Gifted Learners with Disabilities | p. 361 |
Characteristics of Gifted Children with Disabilities | p. 362 |
Identification of Gifted Children with Disabilities | p. 364 |
Programming for Gifted Children with Disabilities | p. 366 |
Underachieving Gifted Students | p. 369 |
Characteristics of Underachieving Gifted Students | p. 370 |
Causes of Underachievement | p. 372 |
Prevention and Remediation of Underachievement | p. 375 |
Gender and Giftedness | p. 379 |
Gender Characteristics That Affect Learning | p. 381 |
Issues Regarding Gifted Females | p. 383 |
Issues Regarding Gifted Males | p. 392 |
The Special Needs of Gifted Students Who Are Gay, Lesbian, Bisexual, or Transgendered (GLBT) | p. 395 |
Review of Important Ideas | p. 396 |
Check Your Understanding | p. 398 |
Building and Maintaining Effective Programs and Services for Gifted Learners | |
Program Models, Structures, and Organizations for Elementary and Secondary Gifted Learners | p. 401 |
Developing Effective Programs for Gifted and Talented Students | p. 403 |
Programming by Level of Involvement | p. 404 |
Programming in a Full-Inclusion Classroom | p. 406 |
Administrative and Curricular Modifications Used in Gifted and Talented Education Programs | p. 407 |
Enrichment | p. 407 |
Acceleration | p. 409 |
Grouping by Ability and Need | p. 411 |
Models and Structures Used to Teach Elementary and Secondary Gifted Learners | p. 416 |
Conceptual Frameworks | p. 416 |
Curriculum Models Often Used to Educate Gifted Learners | p. 419 |
Program Organizations for Gifted Learners in Elementary School | p. 427 |
Regular Classrooms | p. 432 |
Individualized Classrooms | p. 435 |
Special Classes | p. 435 |
Special Schools | p. 436 |
Adjunct Programs | p. 436 |
Program Organizations for Gifted Learners in Middle School and High School | p. 436 |
Early Admission Programs | p. 439 |
Core Academic Classes | p. 439 |
Group Seminars | p. 439 |
Honors Classes | p. 439 |
Mini-Course Structure | p. 440 |
School-Within-a-School | p. 441 |
Governor's Schools | p. 441 |
Advanced Placement Program | p. 442 |
International Baccalaureate Program | p. 442 |
Secondary Triad Model | p. 442 |
Autonomous Learner Model | p. 443 |
Purdue Secondary Model | p. 443 |
Accelerated College Enrollment and Early Entrance Programs | p. 443 |
Johns Hopkins University's Study of Mathematically Precocious Youth | p. 444 |
Homeschooling: An Alternative Approach for Elementary and Secondary Gifted Learners | p. 446 |
Review of Important Ideas | p. 450 |
Check Your Understanding | p. 452 |
Effective Programs for Gifted and Talented Education | p. 453 |
Developing Effective Gifted and Talented Education (GATE) Programs | p. 455 |
Seven Actions to Take in Developing an Effective GATE Program | p. 455 |
Teachers of Gifted Learners at School | p. 463 |
Abilities, Values, and Characteristics of Teachers of Gifted Students | p. 464 |
Teacher Education and Certification | p. 467 |
The Coordinator of the Gifted and Talented Education Program | p. 472 |
The Gifted and Talented Education Program Advisory Committee | p. 474 |
The Importance of Support for Effective Programs | p. 475 |
Gaining the Support of Teachers | p. 475 |
Gaining the Support of Parents | p. 476 |
Gaining the Support of the Administrator | p. 478 |
Counselors and School Psychologists as Support Personnel | p. 480 |
Gaining the Support of the Community | p. 486 |
Assessment and Evaluation of Programs and Services | p. 490 |
Evaluating Program Effectiveness | p. 490 |
Evaluating Teaching and Learning: Step Seven to Optimizing Learning | p. 492 |
Grading Gifted Learners | p. 493 |
Reflect and Reform: The Final Step to Optimizing Learning and Maintaining an Effective GATE Program | p. 497 |
Review of Important Ideas | p. 498 |
Check Your Understanding | p. 500 |
References | p. 503 |
Name Index | p. 523 |
Subject Index | p. 529 |
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