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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 | |