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Preface | |
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Gifted Education: Matching Instruction with Needs | |
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History of Giftedness and Gifted Education | |
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Contemporary History of Gifted Education | |
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National Research Center on the Gifted and Talented | |
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Educational Reform and Ability Grouping | |
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Cooperative Learning | |
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Definitions of Giftedness | |
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Explanations and Interpretations of Giftedness and Intelligence | |
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Summary | |
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Characteristics of Gifted Students | |
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The Terman Studies | |
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Traits of Intellectually Gifted Children | |
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Affective Characteristics | |
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Characteristics of the Creatively Gifted | |
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Characteristics of Historically Eminent Persons | |
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Characteristics of Teachers of the Gifted | |
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Summary | |
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Program Planning | |
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Main Components of Program Planning | |
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Program Planning: Sixteen Areas | |
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The View from the School Board | |
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Perspectives of Other Teachers | |
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Curriculum Considerations | |
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The Death of Gifted Programs | |
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Legal Issues in Gifted Education | |
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Summary | |
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Ideas for Statements of Philosophy, Rationale, and Objectives | |
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Identifying Gifted and Talented Students | |
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Thoughts and Issues in Identification | |
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National Report on Identification | |
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Identification Methods | |
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Assessment of Gardner's Eight or Nine Intelligences | |
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Triarchic Abilities Test | |
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A Multidimensional Culture-Fair Assessment Strategy | |
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Talent Pool Identification Plan: Renzulli | |
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Identifying Gifted Preschoolers | |
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Identifying Gifted Secondary Students | |
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Recommendations from the National Report on Identification and NRC/GT | |
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Comment | |
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Summary | |
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Teacher Nomination Form | |
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Spanish Edition of Rimm's (1976) GIFT Creativity Inventory | |
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Sample Parent Nomination Form at the Early Childhood Level | |
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Who's Who--Peer Nomination Form | |
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Student Product Assessment Form | |
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Scales for Rating Behavioral Characteristics of Superior Students | |
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Acceleration | |
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Acceleration versus Enrichment | |
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Early Admission to Kindergarten or First Grade | |
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Grade-Skipping | |
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Subject-Skipping | |
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Early Admission to Junior or Senior High School | |
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Credit by Examination | |
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College Courses in High School | |
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Correspondence Courses | |
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Telescoped Programs | |
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Early Admission to College | |
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Residential High Schools | |
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International Baccalaureate Programs | |
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Study of Mathematically Precocious Youth (SMPY), Talent Search, and Elementary Talent Search | |
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Summary | |
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College Board Offices | |
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Enrichment and Grouping | |
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Enrichment | |
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Independent Study, Research, and Art Projects | |
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Learning Centers | |
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Field Trips | |
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Saturday Programs | |
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Summer Programs | |
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Mentors and Mentorships | |
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Future Problem Solving | |
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Odyssey of the Mind | |
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Junior Great Books | |
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Academic Competitions | |
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Technology and the Gifted | |
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Grouping Options: Bring Gifted Students Together | |
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Comments on Enrichment and Grouping | |
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Summary | |
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Magazines That Publish Student Work | |
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Curriculum Models | |
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Enrichment Triad Model: Renzulli | |
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Schoolwide Enrichment Model | |
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Multiple Menu Model | |
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Pyramid Project: Cox | |
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Purdue Three-Stage Enrichment Model: Feldhusen and Kolloff | |
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Structure of Intellect Model: Guilford and Meeker and Meeker | |
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Autonomous Learner Model: Betts | |
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Talents Unlimited Model: Schlichter | |
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Programming at Four Ability Levels: Treffinger and Sortore | |
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Multidimensional Curriculum Model: Morelock and Morrison | |
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Constructing Differentiated Curriculum for the Gifted: Kaplan | |
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Comment | |
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Summary | |
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Topics for Enrichment Activities | |
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Leadership, Affective Learning, and Character Education | |
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Leadership | |
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Leadership Definitions: Traits, Characteristics, and Skills | |
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Leadership Training | |
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Affective Learning | |
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Self-Concept | |
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Moral Development: The Kohlberg Model | |
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An Affective, Humanistic Curriculum | |
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Materials and Strategies for Encouraging Affective Growth | |
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The Humanistic Teacher | |
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Summary | |
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Creativity I: The Creative Person, Creative Process, and Creative Dramatics | |
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Characteristics of Creative Persons | |
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Creative Abilities | |
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The Creative Process | |
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Steps and Stages in the Creative Process | |
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The Creative Process as a Change in Perception | |
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Creative Dramatics | |
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Summary | |
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Creativity II: Teaching for Creative Growth | |
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Can Creativity Be Taught? | |
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Goals of Creativity Training | |
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Creativity Consciousness, Creative Attitudes, and Creative Personality Traits | |
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Understanding the Topic of Creativity | |
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Strengthening Creative Abilities | |
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Personal Creative Thinking Techniques | |
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Standard Creative Thinking Techniques | |
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Involving Students in Creative Activities | |
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Creative Teaching and Learning | |
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Summary | |
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Teaching Thinking Skills | |
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Issues | |
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Indirect Teaching, Direct Teaching, and Metacognition | |
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Types of Thinking Skills | |
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Higher Order Thinking Skills: Bloom | |
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Critical Thinking | |
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Models, Programs, and Exercises for Teaching Thinking Skills | |
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CoRT Strategies: de Bono | |
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Philosophy for Children: Lipman | |
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Project IMPACT | |
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Instrumental Enrichment: Feuerstein | |
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Critical Thinking Books and Software | |
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Thinking Skills and Character Education | |
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Obstacles to Effective Thinking | |
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Selecting Thinking Skills, Exercises, and Materials | |
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Summary | |
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Cultural Diversity and Children from Low Socioeconomic Backgrounds: The Invisible Gifted | |
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Legislation | |
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Special Needs | |
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Factors Related to Success for Disadvantaged Youth | |
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Identification | |
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Programming for Gifted Students Who Are Culturally Different | |
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Gifted Programming in Rural Areas | |
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Summary | |
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Underachievement: Diagnosis and Treatment | |
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Definition and Identification of Underachievement | |
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Characteristics of Underachieving Gifted Children | |
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Etiologies of Underachievement | |
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Family Etiology | |
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School Etiology | |
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The Treatment of Underachievement | |
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Summary | |
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The Cultural Underachievement of Females | |
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Present Status of Women: Women in the Work Force | |
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Life Satisfactions of Women | |
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The Home-Career Conflict | |
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Sex Differences or Gender Differences | |
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Mathematics Ability | |
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Differences in Expectations, Achievement Orientation, and Aspirations | |
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Educating Gifted Females | |
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Summary | |
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Selected Bibliography of Nonfiction Books and Curricular Materials to Encourage Gifted Females | |
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Gifted Children with Disabilities | |
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Needs of Gifted Students with Disabilities | |
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Identification | |
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Critical Ingredients of Programs for Gifted Children with Disabilities | |
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Reducing Communication Limitations | |
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Self-Concept Development | |
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High-Level, Abstract Thinking Skills | |
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Parenting | |
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Summary | |
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Parenting the Gifted Child | |
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Parenting by Positive Expectations | |
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Some Special Parenting Concerns | |
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Preschool Children | |
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Nontraditional Parenting | |
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Parent Support Groups | |
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Summary | |
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National Gifted and Talented Educational Organizations | |
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Understanding and Counseling Gifted Students | |
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Historical Background | |
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Personal and Social Issues | |
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Perfectionism | |
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Emotional Sensitivity and Overexcitability: The Emotionally Gifted | |
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Gifted and Gay | |
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Suicide | |
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Career Guidance and Counseling | |
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Personal Essay Writing and Bibliotherapy | |
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Stress Management | |
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Developing a Counseling Program for Gifted Students | |
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Comment | |
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Summary | |
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Recommended Reading | |
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Program Evaluation | |
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Why Must Programs Be Evaluated? | |
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Evaluation Design: Begin at the Beginning | |
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Evaluation Models | |
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The Rimm Model | |
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Complexity of Evaluation and Audience: A Hierarchy | |
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Instrument Selection | |
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Test Construction | |
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Daily Logs | |
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Indicators | |
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Student Self-Evaluations | |
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Performance Contracting | |
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Qualitative and Quantitative Evaluation | |
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Commitment to Evaluation | |
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Summary | |
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Identifying Relevant Stakeholders | |
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Sample Page from a Parent Questionnaire | |
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Project Gifted: Evaluation Scale for Visual Arts | |
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Example of a Structured Observation Form | |
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Evaluation Form for In-Service Workshops | |
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School Board Questionnaire | |
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Student Evaluation: Learning Center Program | |
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Pupil Self-Evaluation | |
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References | |
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Name Index | |
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Subject Index | |