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