Growing Up Gifted: Developing the Potential of Children at Home and at School / Edition 6

Growing Up Gifted: Developing the Potential of Children at Home and at School / Edition 6

by Barbara Clark

ISBN-10: 0130944378

ISBN-13: 9780130944375

Pub. Date: 10/28/2001

Publisher: Prentice Hall

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…  See more details below


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. New chapters contain the latest information on "hot" areas of interest: Outreach of Programs and Program Evaluation, and Planning for Integrative Education: Using Brain Research in the Classroom. A unique chapter on diversity considers the impact of gender, race, ethnicity, and poverty on the development and expression of giftedness—and offers interventions to overcome the barriers these cultural groups might present. Other content includes identification of special students and explores the issues and controversies surrounding the education of these children. For teachers of gifted and talented students.

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Product Details

Prentice Hall
Publication date:
Edition description:
Older Edition
Product dimensions:
7.44(w) x 9.23(h) x 1.25(d)

Table of Contents

Understanding Gifted Education and Talent Development
Gifted Education and Talent Development     3
The Mission of and the Rationale for Gifted Education and Talent Development     4
A Mission of Excellence and Equity     5
A Rationale     6
Excellence, Equity, and Gifted and Talented Learners     9
Interest in Educating Gifted Learners     9
Barriers to Appropriate Gifted Education and Talent Development     19
Review of Important Ideas     25
Check Your Understanding     27
The Concepts of Intelligence, Giftedness, Talent, and Talent Development     28
The Concept of Intelligence     29
The Behavioral Concept of Intelligence     31
The Concept of Intelligence as a Process Within the Brain     38
The Development of Intelligence     48
Nature Plus Nurture     48
High Levels of Intellectual Development: Giftedness     50
The Gifted Brain     50
Intelligence, Giftedness, Gifted Individuals, Talent, and Talent Development: Definitions     52
Intelligence     53
Gifted, Giftedness, and Gifted Students     54
Talent and Talent Development     55
Review of Important Ideas     58
CheckYour Understanding     59
The Origins and Growth of Giftedness     61
Families and Gifted Children     63
Siblings of Gifted Children     67
Ensuring Family Support for School     68
Characteristics of Gifted Learners     73
Highly and Profoundly Gifted Individuals     79
The Beginnings of Giftedness: Birth Through 2 Years     86
Prenatal and Perinatal Interaction     90
From Birth Through 3 Months     90
From 4 Months Through 20 Months     92
From 11 Months Through 2 Years     95
Creating a Responsive Learning Environment for Early Learning     98
Early Childhood: Ensuring the Development of High Potential     102
The Preschool Experience     103
Adolescence: Supporting Uniqueness     112
The Physical Transition     114
The Intellectual Transition     115
The Social-Emotional Transition     117
The Intuitive Transition     119
The Cross-Cultural Development of Identity in the Gifted Adolescent     119
Review of Important Ideas     121
Check Your Understanding     122
Social-Emotional Development and Giftedness     123
The Social-Emotional Development of Gifted Children     124
Emotional Intelligence and Giftedness     125
Social-Emotional Characteristics of Gifted Children     127
Locus of Control     128
Competition     131
Perfectionism     132
Social-Emotional Well-Being of Gifted Children     135
The Self-Concept of the Gifted Child     139
Labeling Gifted Children     148
The Moral Development of Gifted Children     149
Attitudes of Society, Teachers, and Other School Personnel     151
Review of Important Ideas     153
Check Your Understanding     155
Creativity: Integrated Thinking and Being     156
Views of the Concept of Creativity     158
Creativity as a Part of Giftedness     159
The Cognitive or Rational View of Creativity     160
The Affective or Emotional-Social View of Creativity     162
The Physical/Sensing View of Creativity     163
The Intuitive View of Creativity     163
The Holistic View of Creativity: Integrating the Views     164
Characteristics and Abilities Commonly Found in Creative Individuals     166
Rational Characteristics     168
Affective Characteristics      168
Physical Characteristics     169
Intuitive Characteristics     169
Creativity as a Process     171
Developing Creativity     174
Conditions That Enhance the Development of Creativity     174
Conditions That Inhibit the Development of Creativity     182
Measuring Creativity     183
Measures of Performance     185
Measures of Products     186
Measures of Creative Personality Characteristics and Attitudes     186
Problems in Measuring Creativity     186
Review of Important Ideas     188
Check Your Understanding     190
Educating the Gifted Student at School
Assessment and Identification of Gifted Students     193
Recognizing Giftedness     195
Different Approaches to Recognizing Giftedness     197
Other Issues That Make Identification Difficult     199
The Process of Identifying Gifted Students: Search, Screen, and Identify     200
Search     200
Effective Screening     204
Identification and Placement     208
Identification: Assessing Intelligence, Abilities, and Aptitudes     210
Traditional and Nontraditional Assessments     211
Alternative, Authentic, and Performance-Based Assessment     211
The Assessment of Intelligence, Abilities, and Aptitudes by Program Categories     212
A Summary of the Identification Process     220
Review of Important Ideas     221
Check Your Understanding     223
Optimizing Learning: Using Brain Research in Elementary and Secondary Classrooms     225
The Seven Steps to Optimizing Learning     227
Understand Brain Development As the Basis for Learning     228
Create a Responsive Learning Environment     228
The Physical Learning Environment     233
The Social-Emotional Learning Environment     235
Integrate the Intellectual Processes: The Integrative Education Model (IEM)     239
Integrating Cognitive Processes: Combining Linear-Rational-Verbal and Spatial-Gestalt-Visual Functions of the Brain Hemispheres     240
Integrating Affective Processes: Social-Emotional Learning     247
Integrating Physical Processes     252
Integrating Intuitive Processes     256
Sample Lessons for Integrating Intellectual Processes     265
Review of Important Ideas     272
Check Your Understanding     275
Optimizing Learning: Strategies and Modifications for Elementary and Secondary Gifted Learners      276
Establish the Continuum of Learning     278
Standards and Rubrics     279
A Caution     280
Assess the Student's Level of Mastery     281
Creating Student Portfolios     283
Differentiate and Individualize Teaching and Learning     286
Providing Differentiation to Meet the Educational Needs of Gifted Learners     287
Individualizing Instruction     311
Review of Important Ideas     320
Check Your Understanding     322
Culturally Responsive Teaching and Giftedness     323
Multicultural Education and Giftedness     324
Global Education     329
Racially and Ethnically Diverse Gifted Populations     330
Learning Differences Among and Between Racial and Ethnic Cultures     331
Choosing Teachers for Racially and Ethnically Diverse Gifted Learners     336
The Choice Between Academic Achievement and Cultural Affiliation     337
Economically Disadvantaged Gifted Students: The Culture of Poverty     338
Learning Differences     340
Intervention     341
Underrepresentation of Culturally Diverse Groups in the Gifted Population     342
Identifying of Gifted Learners from Culturally Diverse Populations      346
Search and Screen for Giftedness Among Students in Culturally Diverse Populations     349
Identifying Economically Disadvantaged Gifted Learners     354
Review of Important Ideas     356
Check Your Understanding     358
Exceptionality, Underachievement, Gender, and Giftedness     359
Gifted Learners with Disabilities     361
Characteristics of Gifted Children with Disabilities     362
Identification of Gifted Children with Disabilities     364
Programming for Gifted Children with Disabilities     366
Underachieving Gifted Students     369
Characteristics of Underachieving Gifted Students     370
Causes of Underachievement     372
Prevention and Remediation of Underachievement     375
Gender and Giftedness     379
Gender Characteristics That Affect Learning     381
Issues Regarding Gifted Females     383
Issues Regarding Gifted Males     392
The Special Needs of Gifted Students Who Are Gay, Lesbian, Bisexual, or Transgendered (GLBT)     395
Review of Important Ideas     396
Check Your Understanding     398
Building and Maintaining Effective Programs and Services for Gifted Learners
Program Models, Structures, and Organizations for Elementary and Secondary Gifted Learners     401
Developing Effective Programs for Gifted and Talented Students     403
Programming by Level of Involvement     404
Programming in a Full-Inclusion Classroom     406
Administrative and Curricular Modifications Used in Gifted and Talented Education Programs     407
Enrichment     407
Acceleration     409
Grouping by Ability and Need     411
Models and Structures Used to Teach Elementary and Secondary Gifted Learners     416
Conceptual Frameworks     416
Curriculum Models Often Used to Educate Gifted Learners     419
Program Organizations for Gifted Learners in Elementary School     427
Regular Classrooms     432
Individualized Classrooms     435
Special Classes     435
Special Schools     436
Adjunct Programs     436
Program Organizations for Gifted Learners in Middle School and High School     436
Early Admission Programs     439
Core Academic Classes     439
Group Seminars     439
Honors Classes     439
Mini-Course Structure     440
School-Within-a-School     441
Governor's Schools     441
Advanced Placement Program     442
International Baccalaureate Program     442
Secondary Triad Model     442
Autonomous Learner Model     443
Purdue Secondary Model     443
Accelerated College Enrollment and Early Entrance Programs     443
Johns Hopkins University's Study of Mathematically Precocious Youth     444
Homeschooling: An Alternative Approach for Elementary and Secondary Gifted Learners     446
Review of Important Ideas     450
Check Your Understanding     452
Effective Programs for Gifted and Talented Education     453
Developing Effective Gifted and Talented Education (GATE) Programs     455
Seven Actions to Take in Developing an Effective GATE Program     455
Teachers of Gifted Learners at School     463
Abilities, Values, and Characteristics of Teachers of Gifted Students     464
Teacher Education and Certification     467
The Coordinator of the Gifted and Talented Education Program     472
The Gifted and Talented Education Program Advisory Committee     474
The Importance of Support for Effective Programs     475
Gaining the Support of Teachers     475
Gaining the Support of Parents      476
Gaining the Support of the Administrator     478
Counselors and School Psychologists as Support Personnel     480
Gaining the Support of the Community     486
Assessment and Evaluation of Programs and Services     490
Evaluating Program Effectiveness     490
Evaluating Teaching and Learning: Step Seven to Optimizing Learning     492
Grading Gifted Learners     493
Reflect and Reform: The Final Step to Optimizing Learning and Maintaining an Effective GATE Program     497
Review of Important Ideas     498
Check Your Understanding     500
References     503
Name Index     523
Subject Index     529

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