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Preface | |
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Acknowledgments | |
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List of Contributors | |
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List of Figures | |
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List of Tables | |
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Introduction | |
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Beliefs, Philosophies, and Definitions of Giftedness | |
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Beliefs, Philosophies, and Definitions | |
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A Brief Synopsis of Events Influencing the Recognition and Education of Gifted Children in the United States | |
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Policy-related Definitions of Giftedness: A Call for Change | |
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Gifted Behaviors Versus Gifted Individuals | |
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Being Gifted | |
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The DMGT 2.0: From Gifted Inputs to Talented Outputs | |
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Problematizing Gifted Education | |
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Identification of Giftedness | |
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Considerations for Identification of Gifted and Talented Students: An Introduction to Identification | |
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Traditional Perspectives on Identification | |
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The Use of Traditional Assessment Tools for Identifying Gifted Students | |
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Identifying Gifted Students: Nontraditional Uses of Traditional Measures | |
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Uses and Misuses of Matrices in Identifying Gifted Students: Considerations for Better Practice | |
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Identifying Gifted Learners: Nonverbal Assessment | |
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Not Just a Test: Utilizing Non-test Assessments in Identifying Gifted and Talented Students | |
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Response to Intervention (RtI) Approaches to Identification Practices Within Gifted Education | |
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Service Delivery Options and Programming Models for Gifted Students | |
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Contexts for Instruction: An Introduction to Service Delivery Options and Programming Models in Gifted Education | |
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Evidence Trumps Beliefs: Academic Acceleration is an Effective Intervention for High-ability Students | |
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Cognitive and Affective Outcomes of Pull-out Programs: Knowns and Unknowns | |
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Analyzing Pull-out Programs: A Framework for Planning | |
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The Schoolwide Enrichment Model: A Focus on Student Creative Productivity, Strengths, and Interests | |
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Cluster Grouping Programs and the Total School Cluster Grouping Model | |
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The Levels of Service Model | |
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Parents and the Development and Education of Gifted Students | |
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Effectiveness and Implications of Homeschooling for Gifted Students | |
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Curricular and Instructional Decisions | |
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Defensible Curriculum for Gifted Students: An Introduction | |
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The Multiple Menu Model: A Guide for Developing Differentiated Curriculum | |
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Depth and Complexity | |
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Differentiated Instruction | |
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The CLEAR Curriculum Model | |
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The Integrated Curriculum Model | |
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Specific Populations | |
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Heterogeneity Among the Gifted: Not an Oxymoron | |
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Gifted Males: Understanding Their Challenges and Honoring Their Potential | |
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Is This Really Still a Problem? The Special Needs of Gifted Girls and Women | |
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Twice-exceptional Students: Gifted Students With Learning Disabilities | |
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Gifted Students With Emotional and Behavioral Disabilities | |
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Underachieving Gifted Students | |
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Gifted African Americans | |
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Asian American Gifted Students: The Model Minority or the Misunderstood Minority? | |
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Gifted Latino Students: Overcoming Barriers and Realizing Promise | |
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Students From Rural Environments | |
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Evaluation and Policy in Gifted Education | |
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Evaluating, Reflecting, Affirming, and Redirecting: An Introduction to the Evaluation of Gifted Programs | |
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Evaluating Services Offered to Gifted and Talented Students: A Planning Guide | |
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Assessing Resources, Activities, and Outcomes of Programs for the Gifted and Talented | |
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Political Issues in Gifted Education | |
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Recommended Readings by Topic | |
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Index | |