| |
| |
| |
| Understanding the Gifted Individual | |
| |
| |
| |
| Discussing Issues of Excellence and Equity: Gifted Education and Talent Development | |
| |
| |
| The Dual Mission of Gifted Education | |
| |
| |
| A Rationale for Gifted Education and Talent Development | |
| |
| |
| Excellence, Equity, and the Gifted Student | |
| |
| |
| Interest in Educating Gifted Learners | |
| |
| |
| Barriers to Appropriate Education for Gifted Students and the Development of Talent | |
| |
| |
| Other Current Issues | |
| |
| |
| A Declaration of the Educational Rights of the Gifted Child | |
| |
| |
| |
| Discovering Who the Gifted Individuals Are | |
| |
| |
| Intelligence, Giftedness, and Talent Development | |
| |
| |
| The Concept of Intelligence | |
| |
| |
| Characteristics of Gifted Learners | |
| |
| |
| Highly and Exceptionally Gifted Individuals | |
| |
| |
| |
| Being Creative: Going Beyond Giftedness | |
| |
| |
| Creativity: Views of the Concept | |
| |
| |
| Characteristics Commonly Found in Creative Individuals | |
| |
| |
| Conditions That Enhance or Inhibit the Development of Creativity | |
| |
| |
| Measuring Creativity | |
| |
| |
| Being Creative | |
| |
| |
| |
| Becoming Gifted | |
| |
| |
| Early Learning: The Importance of Developing Potential | |
| |
| |
| Optimizing Learning: Developing Giftedness (Birth Through 2 Years) | |
| |
| |
| Nurturing Giftedness During Early Childhood (2 Through 5 Years) | |
| |
| |
| Parenting Gifted Children: Teachers of the Gifted at Home | |
| |
| |
| |
| Growing Up Gifted | |
| |
| |
| Social-Emotional Development and Giftedness | |
| |
| |
| The Self-Concept of the Gifted Individual | |
| |
| |
| Moral Development | |
| |
| |
| The Developing Personality | |
| |
| |
| Adolescence: A Particularly Challenging Period of Growth | |
| |
| |
| |
| The School and the Gifted Individual | |
| |
| |
| |
| Developing Support Systems for Programs for Gifted Learners | |
| |
| |
| Programs for Gifted Learners Yesterday and Today | |
| |
| |
| Teachers of the Gifted: At School | |
| |
| |
| The Importance of Support for Effective Programs | |
| |
| |
| Counselors and Psychologists As Support Personnel | |
| |
| |
| Gaining the Support of the Community | |
| |
| |
| |
| Providing a Continuum of Services for Gifted Learners | |
| |
| |
| Developing Programs for Gifted Learners | |
| |
| |
| Program Organizations and Structures for Gifted Learners in the Elementary Schools | |
| |
| |
| Program Organizations and Structures for Gifted Learners in the Middle School and High School | |
| |
| |
| |
| Outreach of Programs and Program Evaluation | |
| |
| |
| Career Education for the Gifted Learner | |
| |
| |
| Rural Programs | |
| |
| |
| Using the Community | |
| |
| |
| Homeschooling: An Alternative Approach | |
| |
| |
| Global Education | |
| |
| |
| Evaluating Programs for Gifted Learners | |
| |
| |
| |
| Finding Gifted Learners in the Schools | |
| |
| |
| Different Approaches to Discovering Giftedness | |
| |
| |
| Search, Screening, and the Identification Procedures | |
| |
| |
| Identifying Culturally Diverse, Disabled, and Educationally Atypical Gifted Learners | |
| |
| |
| The Case Study | |
| |
| |
| Labeling Gifted Learners | |
| |
| |
| |
| Teaching Gifted Learners | |
| |
| |
| |
| Establishing the Foundation for Educating Gifted Learners | |
| |
| |
| Curriculum Models Often Used to Educate Gifted Learners | |
| |
| |
| Seven Steps to Optimizing Learning | |
| |
| |
| Creating the Responsive Learning Environment | |
| |
| |
| Assessment of the Needs and Abilities of Gifted Learners | |
| |
| |
| |
| Planning for Integrative Education: Using Brain Research in the Classroom | |
| |
| |
| Integrating Intellectual Processes: The Integrative Education Model | |
| |
| |
| Integrating Cognitive Processes: Combining Rational-Linear and Spatial-Gestalt Functions of the Brain Hemispheres | |
| |
| |
| Integrating Affective Processes | |
| |
| |
| Integrating Physical Processes | |
| |
| |
| Integrating Intuitive Processes | |
| |
| |
| Sample Lessons for Integrating Intellectual Processes | |
| |
| |
| |
| Differentiating and Individualizing the Curriculum and Instruction for Gifted Learners | |
| |
| |
| Differentiating the Curriculum and Instruction for Gifted Learners | |
| |
| |
| Individualizing Instruction | |
| |
| |
| Evaluating Learning and Teaching | |
| |
| |
| Reflect and Re-form | |
| |
| |
| |
| Understanding the Diversity of Cultures and Giftedness | |
| |
| |
| Cultural Diversity and Giftedness | |
| |
| |
| Multicultural Education and Gifted Learners | |
| |
| |
| Gifted Females | |
| |
| |
| Racially and Ethnically Diverse Gifted Populations | |
| |
| |
| Economically Disadvantaged or Low-Socioeconomic-Status (SES) Gifted Students: The Culture of Poverty | |
| |
| |
| |
| Supporting Gifted Learners With Special Needs | |
| |
| |
| Underachieving Gifted Students | |
| |
| |
| Gifted Learners With Disabilities | |
| |
| |
| Epilogue: Education of Gifted Learners: A Predictor of Future Possibilities for Society | |
| |
| |
| References | |
| |
| |
| Name Index | |
| |
| |
| Subject Index | |