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| Understanding Gifted Education and Talent Development | |
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| Gifted Education and Talent Development | |
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| The Mission of and the Rationale for Gifted Education and Talent Development | |
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| A Mission of Excellence and Equity | |
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| A Rationale | |
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| Excellence, Equity, and Gifted and Talented Learners | |
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| Interest in Educating Gifted Learners | |
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| Barriers to Appropriate Gifted Education and Talent Development | |
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| Review of Important Ideas | |
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| Check Your Understanding | |
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| The Concepts of Intelligence, Giftedness, Talent, and Talent Development | |
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| The Concept of Intelligence | |
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| The Behavioral Concept of Intelligence | |
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| The Concept of Intelligence as a Process Within the Brain | |
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| The Development of Intelligence | |
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| Nature Plus Nurture | |
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| High Levels of Intellectual Development: Giftedness | |
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| The Gifted Brain | |
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| Intelligence, Giftedness, Gifted Individuals, Talent, and Talent Development: Definitions | |
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| Intelligence | |
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| Gifted, Giftedness, and Gifted Students | |
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| Talent and Talent Development | |
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| Review of Important Ideas | |
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| Check Your Understanding | |
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| The Origins and Growth of Giftedness | |
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| Families and Gifted Children | |
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| Siblings of Gifted Children | |
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| Ensuring Family Support for School | |
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| Characteristics of Gifted Learners | |
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| Highly and Profoundly Gifted Individuals | |
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| The Beginnings of Giftedness: Birth Through 2 Years | |
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| Prenatal and Perinatal Interaction | |
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| From Birth Through 3 Months | |
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| From 4 Months Through 20 Months | |
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| From 11 Months Through 2 Years | |
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| Creating a Responsive Learning Environment for Early Learning | |
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| Early Childhood: Ensuring the Development of High Potential | |
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| The Preschool Experience | |
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| Adolescence: Supporting Uniqueness | |
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| The Physical Transition | |
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| The Intellectual Transition | |
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| The Social-Emotional Transition | |
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| The Intuitive Transition | |
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| The Cross-Cultural Development of Identity in the Gifted Adolescent | |
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| Review of Important Ideas | |
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| Check Your Understanding | |
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| Social-Emotional Development and Giftedness | |
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| The Social-Emotional Development of Gifted Children | |
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| Emotional Intelligence and Giftedness | |
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| Social-Emotional Characteristics of Gifted Children | |
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| Locus of Control | |
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| Competition | |
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| Perfectionism | |
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| Social-Emotional Well-Being of Gifted Children | |
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| The Self-Concept of the Gifted Child | |
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| Labeling Gifted Children | |
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| The Moral Development of Gifted Children | |
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| Attitudes of Society, Teachers, and Other School Personnel | |
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| Review of Important Ideas | |
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| Check Your Understanding | |
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| Creativity: Integrated Thinking and Being | |
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| Views of the Concept of Creativity | |
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| Creativity as a Part of Giftedness | |
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| The Cognitive or Rational View of Creativity | |
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| The Affective or Emotional-Social View of Creativity | |
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| The Physical/Sensing View of Creativity | |
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| The Intuitive View of Creativity | |
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| The Holistic View of Creativity: Integrating the Views | |
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| Characteristics and Abilities Commonly Found in Creative Individuals | |
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| Rational Characteristics | |
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| Affective Characteristics | |
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| Physical Characteristics | |
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| Intuitive Characteristics | |
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| Creativity as a Process | |
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| Developing Creativity | |
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| Conditions That Enhance the Development of Creativity | |
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| Conditions That Inhibit the Development of Creativity | |
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| Measuring Creativity | |
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| Measures of Performance | |
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| Measures of Products | |
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| Measures of Creative Personality Characteristics and Attitudes | |
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| Problems in Measuring Creativity | |
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| Review of Important Ideas | |
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| Check Your Understanding | |
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| Educating the Gifted Student at School | |
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| Assessment and Identification of Gifted Students | |
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| Recognizing Giftedness | |
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| Different Approaches to Recognizing Giftedness | |
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| Other Issues That Make Identification Difficult | |
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| The Process of Identifying Gifted Students: Search, Screen, and Identify | |
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| Search | |
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| Effective Screening | |
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| Identification and Placement | |
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| Identification: Assessing Intelligence, Abilities, and Aptitudes | |
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| Traditional and Nontraditional Assessments | |
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| Alternative, Authentic, and Performance-Based Assessment | |
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| The Assessment of Intelligence, Abilities, and Aptitudes by Program Categories | |
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| A Summary of the Identification Process | |
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| Review of Important Ideas | |
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| Check Your Understanding | |
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| Optimizing Learning: Using Brain Research in Elementary and Secondary Classrooms | |
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| The Seven Steps to Optimizing Learning | |
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| Understand Brain Development As the Basis for Learning | |
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| Create a Responsive Learning Environment | |
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| The Physical Learning Environment | |
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| The Social-Emotional Learning Environment | |
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| Integrate the Intellectual Processes: The Integrative Education Model (IEM) | |
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| Integrating Cognitive Processes: Combining Linear-Rational-Verbal and Spatial-Gestalt-Visual Functions of the Brain Hemispheres | |
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| Integrating Affective Processes: Social-Emotional Learning | |
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| Integrating Physical Processes | |
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| Integrating Intuitive Processes | |
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| Sample Lessons for Integrating Intellectual Processes | |
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| Review of Important Ideas | |
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| Check Your Understanding | |
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| Optimizing Learning: Strategies and Modifications for Elementary and Secondary Gifted Learners | |
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| Establish the Continuum of Learning | |
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| Standards and Rubrics | |
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| A Caution | |
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| Assess the Student's Level of Mastery | |
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| Creating Student Portfolios | |
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| Differentiate and Individualize Teaching and Learning | |
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| Providing Differentiation to Meet the Educational Needs of Gifted Learners | |
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| Individualizing Instruction | |
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| Review of Important Ideas | |
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| Check Your Understanding | |
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| Culturally Responsive Teaching and Giftedness | |
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| Multicultural Education and Giftedness | |
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| Global Education | |
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| Racially and Ethnically Diverse Gifted Populations | |
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| Learning Differences Among and Between Racial and Ethnic Cultures | |
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| Choosing Teachers for Racially and Ethnically Diverse Gifted Learners | |
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| The Choice Between Academic Achievement and Cultural Affiliation | |
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| Economically Disadvantaged Gifted Students: The Culture of Poverty | |
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| Learning Differences | |
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| Intervention | |
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| Underrepresentation of Culturally Diverse Groups in the Gifted Population | |
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| Identifying of Gifted Learners from Culturally Diverse Populations | |
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| Search and Screen for Giftedness Among Students in Culturally Diverse Populations | |
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| Identifying Economically Disadvantaged Gifted Learners | |
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| Review of Important Ideas | |
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| Check Your Understanding | |
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| Exceptionality, Underachievement, Gender, and Giftedness | |
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| Gifted Learners with Disabilities | |
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| Characteristics of Gifted Children with Disabilities | |
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| Identification of Gifted Children with Disabilities | |
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| Programming for Gifted Children with Disabilities | |
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| Underachieving Gifted Students | |
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| Characteristics of Underachieving Gifted Students | |
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| Causes of Underachievement | |
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| Prevention and Remediation of Underachievement | |
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| Gender and Giftedness | |
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| Gender Characteristics That Affect Learning | |
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| Issues Regarding Gifted Females | |
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| Issues Regarding Gifted Males | |
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| The Special Needs of Gifted Students Who Are Gay, Lesbian, Bisexual, or Transgendered (GLBT) | |
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| Review of Important Ideas | |
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| Check Your Understanding | |
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| Building and Maintaining Effective Programs and Services for Gifted Learners | |
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| Program Models, Structures, and Organizations for Elementary and Secondary Gifted Learners | |
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| Developing Effective Programs for Gifted and Talented Students | |
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| Programming by Level of Involvement | |
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| Programming in a Full-Inclusion Classroom | |
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| Administrative and Curricular Modifications Used in Gifted and Talented Education Programs | |
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| Enrichment | |
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| Acceleration | |
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| Grouping by Ability and Need | |
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| Models and Structures Used to Teach Elementary and Secondary Gifted Learners | |
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| Conceptual Frameworks | |
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| Curriculum Models Often Used to Educate Gifted Learners | |
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| Program Organizations for Gifted Learners in Elementary School | |
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| Regular Classrooms | |
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| Individualized Classrooms | |
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| Special Classes | |
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| Special Schools | |
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| Adjunct Programs | |
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| Program Organizations for Gifted Learners in Middle School and High School | |
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| Early Admission Programs | |
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| Core Academic Classes | |
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| Group Seminars | |
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| Honors Classes | |
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| Mini-Course Structure | |
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| School-Within-a-School | |
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| Governor's Schools | |
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| Advanced Placement Program | |
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| International Baccalaureate Program | |
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| Secondary Triad Model | |
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| Autonomous Learner Model | |
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| Purdue Secondary Model | |
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| Accelerated College Enrollment and Early Entrance Programs | |
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| Johns Hopkins University's Study of Mathematically Precocious Youth | |
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| Homeschooling: An Alternative Approach for Elementary and Secondary Gifted Learners | |
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| Review of Important Ideas | |
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| Check Your Understanding | |
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| Effective Programs for Gifted and Talented Education | |
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| Developing Effective Gifted and Talented Education (GATE) Programs | |
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| Seven Actions to Take in Developing an Effective GATE Program | |
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| Teachers of Gifted Learners at School | |
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| Abilities, Values, and Characteristics of Teachers of Gifted Students | |
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| Teacher Education and Certification | |
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| The Coordinator of the Gifted and Talented Education Program | |
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| The Gifted and Talented Education Program Advisory Committee | |
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| The Importance of Support for Effective Programs | |
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| Gaining the Support of Teachers | |
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| Gaining the Support of Parents | |
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| Gaining the Support of the Administrator | |
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| Counselors and School Psychologists as Support Personnel | |
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| Gaining the Support of the Community | |
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| Assessment and Evaluation of Programs and Services | |
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| Evaluating Program Effectiveness | |
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| Evaluating Teaching and Learning: Step Seven to Optimizing Learning | |
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| Grading Gifted Learners | |
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| Reflect and Reform: The Final Step to Optimizing Learning and Maintaining an Effective GATE Program | |
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| Review of Important Ideas | |
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| Check Your Understanding | |
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| References | |
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| Name Index | |
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| Subject Index | |