Education of the Gifted and Talented / Edition 3by Gary A. Davis
Pub. Date: 11/28/1993
Publisher: Allyn & Bacon, Inc.
In the mid 1970s, interest in accommodating the educational needs of gifted and talented children began its climb to higher levels with greater public awareness. Federal statements, definitions, funds, and professional staff were created, and state legislation formalized the existence and needs of gifted children. Now, as we head into a new millennium, this movement has taken a step backward due to a rise in a recommitment to equity in education, growing cooperative teaching, and the economics of funding a program. This book, however, continues to outline the best ideas that have come from leaders in gifted education. This up-to-date and well- organized best-seller begins with an overview of current issues and proceeds to characteristics of gifted students, program planning, and identification issues and methods. The problem of underachievement is covered as well as the challenges of parenting, understanding, and counseling gifted children. Designed for teachers and administrators who are seeking to teach gifted children, or to develop or enhance a program for gifted children.
- Allyn & Bacon, Inc.
- Publication date:
- Edition description:
- Older Edition
- Product dimensions:
- 7.20(w) x 9.55(h) x 1.00(d)
Table of Contents
All chapters close with "Summary."
1. Gifted Education: Matching Instruction with Needs.
History of Giftedness and Gifted Education.
Contemporary History of Gifted Education.
National Research Center on the Gifted and Talented.
Ability Grouping and Gifted Education.
Definitions of Giftedness.
2. Characteristics of Gifted Students.
The Terman Studies.
Walberg's Studies of Historically Eminent Men, Women, and High School Artists and Scientists.
Traits of Intellectually Gifted Children.
Characteristics of the Creatively Gifted.
Origins of High Talent and Extreme Precocity.
Characteristics of Teachers of the Gifted.
3. Program Planning.
Main Components of Program Planning.
Why, Who, What, Where, When, and How Questions.
Program Planning: Fifteen Areas.
The View From the School Board.
Perspectives of Other Teachers.
Scope and Sequence in Gifted Programs.
The Death of Gifted Programs.
4. Identifying Gifted and Talented Students.
Thoughts and Issues in Identification.
National Report on Identification.
Identifying Gifted Preschoolers.
Identifying Gifted Secondary Students.
Recommendations from the National Report on Identification.
Talent Pool Identification Plan: Renzulli.
Acceleration Versus Enrichment.
Early Admission to Kindergartenor First Grade.
Early Admission to Junior or Senior High School.
Credit by Examination.
College Courses in High School.
Early Admission to College.
Residential High Schools.
International Baccalaureate Programs.
Study of Mathematically Precocious Youth and Talent Search.
College Board Offices.
6. Enrichment and Grouping.
Independent Study, Research, and Art Projects.
Mentors and Mentorships.
Future Problem Solving.
Odyssey of the Mind.
Junior Great Books.
Other Academic Competitions.
Grouping Options: Bring Gifted Students Together.
7. Curriculum Models.
Enrichment Triad Model.
Secondary Triad Model.
Schoolwide Enrichment Model.
Multiple Menu Mode.
Purdue Three-Stage Enrichment Model.
Guilford/Meeker Structure of Intellect (SOI) Model.
Treffinger's Model for Increasing Self-Directedness.
Autonomous Learner Model: Betts.
Williams' Model for Developing Thinking and Feeling Processes.
Multiple-Talent Totem Pole Model.
Programming at Four Ability Levels: Treffinger and Sortore.
8. Affective Learning and Leadership.
Moral Development: The Kohlberg Model.
An Affective, Humanistic Curriculum.
Materials and Strategies for Encouraging Affective Growth.
The Humanistic Teacher.
Leadership Definitions: Traits, Characteristics, and Skills.
9. Creativity I: The Creative Person, Creative Process, and Creative Dramatics.
Characteristics of Creative Persons.
The Creative Process.
Steps and Stages in the Creative Process.
The Creative Process as a Change in Perception.
10. Creativity II: Teaching for Creative Growth.
Can Creativity Be Taught?
Goals of Creativity Training.
Creativity Consciousness and Creative Attitudes.
Strengthening Creative Personality Traits.
Understanding the Topic of Creativity.
Strengthening Creative Abilities.
Creative Thinking Techniques.
Standard Creative Thinking Techniques.
Involving Students in Creative Activities.
Creative Teaching and Learning.
11. Teaching Thinking Skills.
Indirect Teaching, Direct Teaching, and Metacognition.
Types of Thinking Skills.
Higher Order Thinking Skills.
Models, Programs, and Exercises for Teaching Thinking Skills.
De Bono CoRT Strategies.
Philosophy for Children: Lipman.
Instrumental Enrichment: Feuerstein.
Critical Thinking Press and Software Workbooks.
Thinking and Learning.
Obstacles to Effective Thinking.
Selecting Thinking Skills Exercises and Materials.
12. Cultural Diversity and Children from Low Socioeconomic Backgrounds: The Invisible Gifted.
Factors Related to Success for Disadvantaged Youth.
Programming for Gifted Students Who Are Culturally Different.
Effectiveness of Programming for Gifted Students Who Have Disadvantages.
Gifted Programming in Rural Areas.
13. Underachievement: Diagnosis and Treatment.
Definition and Identification of Underachievement.
Characteristics of Underachieving Gifted Children.
Etiologies of Underachievement.
The Treatment of Underachievement.
14. The Cultural Underachievement of Females.
Present Status of Women: Women in the Work Force.
Life Satisfactions of Women.
The Home-Career Conflict.
Sex Differences or Gender Differences.
Differences in Expectations, Achievement Orientation, and Aspirations.
Educating Gifted Females.
15. Gifted Children with Disabilities.
Needs of Gifted Students with Disabilities.
Critical Ingredients of Programs for Gifted Children with Disabilities.
Reducing Communication Limitations.
High-Level, Abstract Thinking Skills.
16. Parenting the Gifted Child.
The "Who's in Charge?" Problem.
Parenting by Positive Expectations.
Double Messages and Half-Truths.
Competition and Pressure.
Parent Support Groups.
Some Special Family Concerns.
National Gifted and Talented Educational Organizations.
17. Understanding and Counseling Gifted Students.
Personal and Social Issues.
Emotional Sensitivity and Overexcitability: The Emotionally Gifted.
Career Guidance and Counseling.
Personal Essay Writing and Bibliotherapy.
Developing a Counseling Program for Gifted Students.
18. Program Evaluation.
Why Must Programs Be Evaluated?
Evaluation Design: Begin at the Beginning.
The Rimm Mode.
Complexity of Evaluation and Audience: A Hierarchy.
Qualitative and Quantitative Evaluation.
Commitment to Evaluation.
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