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| Foreword | |
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| Preface | |
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| History of Giftedness and "Gifted Education" in World Perspective | |
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| National/State Policies Regarding Education of the Gifted | |
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| Structural Tendencies and Issues of Research on Giftedness and Talent | |
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| Constructs and Models Pertaining to Exceptional Human Abilities | |
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| Developmental Theories and Giftedness | |
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| Genetic Influence on Cognitive Ability | |
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| Brain Research Related to Giftedness | |
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| Thinking Processes: Being and Becoming Gifted | |
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| Longitudinal Studies of Giftedness: Investigating the Fulfillment of Promise | |
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| Prodigies and Savants: What They Have to Tell Us about Giftedness and Human Cognition | |
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| Procedures for Identifying Intellectual Potential in the Gifted: A Perspective on Alternative "Metaphors of Mind" | |
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| Methodological Problems and Issues Concerning Identification | |
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| Identification of Gifted and Talented Youth for Educational Programs | |
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| Giftedness in the Visual Arts and Music | |
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| Indicators of High Ability in Young Children | |
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| Acquiring Expertise: Determinants of Exceptional Performance | |
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| Prediction of Excellence in School, University, and Work | |
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| Theories and Practices for Differentiated Education for the Gifted and Talented | |
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| Theory and Research on Curriculum Development for the Gifted | |
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| Acceleration and Enrichment: The Context and Development of Program Options | |
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| Instructional Strategies and Models for Gifted Education | |
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| Strategies for Nurturing Verbal Talents in Youth: The Word as Discipline and Mystery | |
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| Programs and Strategies for Nurturing Talents/Gifts in Mathematics | |
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| Programs and Strategies for Nurturing Talents/Gifts in Science and Technology | |
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| Nurturing the Talents of Exceptionally Gifted Individuals | |
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| Leadership Education for the Gifted | |
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| Identifying and Nurturing Gifted, Very Young Children | |
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| Nurturing Social-Emotional Development of Gifted Children | |
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| Nurturing the Moral Development of the Gifted | |
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| Programs and Strategies for Nurturing Creativity | |
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| Administrative Issues in Organizing Programs for the Gifted | |
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| Ability Grouping With Gifted and Talented Students: Research and Guidelines | |
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| After School Programs, Competitions, School Olympics, and Summer Programs | |
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| Evaluation Programs and Procedures for Gifted Education: International Problems and Solutions | |
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| Teachers of the Gifted | |
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| Counseling Needs and Programs for the Gifted | |
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| Underachieving Gifted Students | |
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| Parents and Families in Nurturing Giftedness and Talent | |
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| Issues, Problems and Programs in Nurturing the Disadvantaged and Culturally Different Talented | |
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| Reconceptualizing Gender Differences in Achievement Among the Gifted | |
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| Gifted Handicapped: A Desultory Duality | |
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| Mentoring and Role Modeling Programs for the Gifted | |
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| Nurturing Giftedness in Non-school Educative Settings - Using the Personnel and Material Resources of the Community | |
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| Current Status of Gifted Education in the United States | |
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| Right to Education for the Gifted in Canada | |
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| Programs and Practices for Identifying and Nurturing Giftedness and Talent in Europe | |
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| Programs and Practices for Identifying and Nurturing Giftedness and Talent in Asia (Outside the Mainland of China) | |
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| Programs and Practices for Identifying and Nurturing Giftedness and Talent in the People's Republic of China | |
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| Programs and Practices for Identifying and Nurturing Giftedness and Talent in Australia and New Zealand | |
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| Programs and Practices for Identifying and Nurturing Giftedness and Talent in Africa | |
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| Programs and Practices for Identifying and Nurturing Giftedness and Talent in Central and South America | |
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| Advocacy as a Force in the Education of the Gifted and Talented | |
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| Research and Education of the Gifted in the Year 2000 and Beyond | |
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| Notes on Contributors | |
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| Author Index | |
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| Subject Index | |