ABSTRACT
Editor Scott L. Hunsaker's new volume sheds much-needed light on the process of identifying students for gifted education services, a topic surrounded by controversy and confusion. With contributions from leading experts in the field, Identification takes an in-depth look at the research and practice of identification of gifted and talented students. Each of the four sections tackles an important aspect of the issue: Theoretical Foundations, Professional Foundations, Identification Practice, and Instrumentation. The text presents multiple points of view and does not shy away from thorny issues such as the theory-practice gap, underrepresentation of diverse populations, identification as status bestowal rather than assessment process, rigidity in use of processes and instruments, the search for the magic-bullet test, and the validity of nonverbal intelligence tests. Whether you are an administrator, teacher, gifted education specialist, professor, or parent, Identification will offer you insight presented nowhere else.
TABLE OF CONTENTS
section Section I|97 pages
Theoretical Foundations
chapter Chapter 2|32 pages
Defensible and Doable: A Practical Multiple-Criteria Gifted Program Identification System
part Section II|95 pages
Professional Foundations
chapter Chapter 8|27 pages
The Impact of Professional Standards in Gifted Education on the Identification of Giftedness & Talent
section Section III|90 pages
Identification Practice
section Section IV|114 pages
Instrumentation