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Identification of Students for Gifted and Talented Programs

ISBN-10: 1412904285
ISBN-13: 9781412904285
Edition: 2004
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Description: The expert guide to the major challenges and promising developments in the identification of gifted and talented students! Focusing on one of the most widely discussed and debated topics in the field, Identification of Students for Gifted and  More...

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Book details

Copyright year: 2004
Publisher: Corwin Press
Publication date: 3/6/2004
Binding: Paperback
Pages: 184
Size: 7.25" wide x 10.25" long x 0.50" tall
Weight: 0.880
Language: English

The expert guide to the major challenges and promising developments in the identification of gifted and talented students! Focusing on one of the most widely discussed and debated topics in the field, Identification of Students for Gifted and Talented Programs presents a cross-section of the most noteworthy theories and practices the leading experts in giftedness and talent identification have to offer. Key features include: An in depth review of the literature and commentary from Joseph S. Renzulli, Director of the National Research Center on the Gifted and Talented Fourteen seminal articles from highly respected educators and researchers in the field of gifted education Numerous research-based identification policy and procedure recommendations, including the use of both test and non-test criteria Presented in a straightforward, no-nonsense fashion, the key research, ideas, and concepts in this ready-reference lend both wisdom and clarity to the pressing issues surrounding gifted and talented student identification; leading to enlightened policies and more effective practices. The ERGE Series: The National Association for Gifted Children series Essential Readings in Gifted Education is a 12-volume collection of seminal articles from Gifted Child Quarterly. Put the knowledge and power of more than 25 years of research on giftedness and talent into your hands with the leading theories, studies, and findings the experts in the field have to offer.

Cindy A. Strickland has been a teacher for twenty-five years and has worked with students of all ages, from kindergarten to master's degree. A member of the ASCD Differentiation Faculty Cadre, Cindy works closely with Carol Ann Tomlinson and has coauthored several books and articles with her. In the past eight years, Cindy's consulting work has taken her to forty-six states, five provinces, and three continents where she has provided workshops on topics relating to differentiation, the Parallel Curriculum Model (PCM), and gifted education. Cindy's publications include Staff Development Guide for the Parallel Curriculum; The Parallel Curriculum Model, 2nd edition; The Parallel Curriculum Model in the Classroom: Applications Across the Content Areas; and In Search of the Dream: Designing Schools and Classrooms That Work for High Potential Students from Diverse Cultural Backgrounds. Publications in differentiation include Professional Development for Differentiated Instruction: An ASCD Toolkit, Exploring Differentiated Instruction, Tools for High-Quality Differentiated Instruction: An ASCD Toolkit, the ASCD online course Success with Differentiation, the book Differentiation in Practice: A Resource Guide for Differentiating Curriculum, Grades 9-12, and a unit in the book Differentiation in Practice: A Resource Guide for Differentiating Curriculum, Grades 5-9.Joseph S. Renzulli is professor of educational psychology at the University of Connecticut, where he also serves as director of the National Research Center on the Gifted and Talented. His research has focused on the identification and development of creativity and giftedness in young people and on organizational models and curricular strategies for total school improvement. A focus of his work has been on applying the strategies of gifted education to the improvement of learning for all students. He is a fellow in the American Psychological Association and was a consultant to thenbsp;White House Task Force on Education of the Gifted and Talented. He was recently designated a Board of Trustees Distinguished Professor at the University of Con�necticut. Although he has obtained more than $20 million in research grants, he lists as his proudest professional accomplishments the UConn Mentor Connection program for gifted young students and the summer Confratute program at UConn, which began in 1978 and has served thousands of teachers and administrators from around the world. nbsp;

Sally M. Reis is a professor and the department head of the Educational Psychology Department at the University of Connecticut where she also serves as principal investigator of the National Research Center on the Gifted and Talented. She was a teacher for 15 years, 11 of which were spent working with gifted students on the elementary, junior high, and high school levels. She has authored more than 130 articles, 9 books, 40 book chapters, and numerous monographs and technical reports.nbsp;nbsp;Her research interests are related to special populations of gifted and tal-ented students, including: students with learning disabilities, gifted females and diverse groups of talented students. She is also interested in extensions of the Schoolwide Enrichment Model for both gifted and talented students and as a way to expand offerings and provide general enrichment to identify talents and potentials in students who have not been previously identified as gifted. She has traveled extensively conducting workshops and providing profes-sional development for school districts on gifted education, enrichment programs, and talent development programs. She is co-author of The Schoolwide Enrichment Model, The Secondary Triad Model, Dilemmas in Talent Development in the Middle Years, and a book published in 1998 about women's talent development titled Work Left Undone: Choices and Compromises of Talented Females. Sally serves on several editorial boards, including the Gifted Child Quarterly, and is a past president of the National Association for Gifted Children.

About the Editors
Series Introduction
Introduction to Identification of Students for Gifted and Talented Programs
Is Any Identification Procedure Necessary?
Myth: There Must be "Winners" and "Losers" in Identification and Programming!
The Role of Creativity in the Identification of the Gifted and Talented
Identifying Young, Potentially Gifted, Economically Disadvantaged Students
Nonentrenchment in the Assessment of Intellectual Giftedness
Lies We Live By: Misapplication of Tests in Identifying the Gifted
Myth: The Gifted Constitutes 3-5% of the Population
The Legacy and Logic of Research on the Identification of Gifted Persons
Problems in the Identification of Giftedness, Talent, or Ability
Cognitive Profiles of Verbally and Mathematically Precocious Students: Implications for Identification of the Gifted
Screening and Identifying Students Talented in the Visual Arts: Clark's Drawing Abilities Test
The Characteristics Approach: Identification and Beyond
The Influence of Identification Practices, Race and SES on the Identification of Gifted Students
Labeling Gifted Youngsters: Long-term Impact on Families
Index

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