ABSTRACT

The field of gifted education is characterized by a confusing array of perspectives concerning such fundamental issues as definition, philosophy, curriculum, social and emotional development, and underserved populations. The mission of this book is to provide a coherent framework that instructors and service providers can use in planning effective programs, providing appropriate counseling services, and evaluating programs for the gifted. Most sections are organized around fundamental issues confronting the field and follow a common structure: an introductory chapter that provides historical and theoretical background and organizing questions followed by several point-of-view chapters written by experts that provide varied perspectives on the topic at hand.

Distinguishing Features

Comprehensive Coverage – The book’s forty-five manageable-length chapters cover the full range of topics that must be considered in planning programs and services for gifted students both within and outside of school.

Coherent Structure – Section introductions provide background information and organizing questions to guide chapter authors who provide varying views of the issue at hand. The emphasis is not on the "right way" or the "wrong way" (except when clearly documented bad practice is discussed), but on how best practice stems from well-informed and logical decision-making.

Decision Making Focus – The book’s introductory chapter addresses the need for a clearly developed and consistently applied set of values to guide decision making. Likewise, each section introduction includes a decision making framework regarding some aspect of educating, counseling, or parenting gifted students.

This book is appropriate for introductory level courses in gifted education or courses in program development and planning. It is also suitable for school personnel responsible for making program planning decisions in the area of gifted education and for academic libraries with holdings in this area.

chapter 1|10 pages

Introduction

ByHolly L. Hertberg-Davis, Carolyn M. Callahan

part |1 pages

SECTION I BELIEFS, PHILOSOPHIES, AND DEFINITIONS OF GIFTEDNESS

chapter 2|8 pages

Beliefs, Philosophies, and Definitions

ByCarolyn M. Callahan, Holly L. Hertberg-Davis

chapter 4|10 pages

Policy-related Definitions of Giftedness: A Call for Change

ByJane Clarenbach, Rebecca D. Eckert

chapter 5|13 pages

Gifted Behaviors Versus Gifted Individuals

ByJoseph S. Renzulli, Marcia A. B. Delcourt

chapter 6|7 pages

Being Gifted

ByErin Morris Miller

chapter 8|12 pages

Problematizing Gifted Education

ByJames H. Borland

part |1 pages

SECTION II IDENTIFICATION OF GIFTEDNESS

chapter 9|9 pages

Considerations for Identification of Gifted and Talented Students: An Introduction to Identification

ByCarolyn M. Callahan, Joseph S. Renzulli, Marcia A. B. Delcourt, Holly L. Hertberg-Davis

chapter 10|13 pages

Traditional Perspectives on Identification

BySusan K. Johnsen

chapter 11|7 pages

The Use of Traditional Assessment Tools for Identifying Gifted Students

ByTracy C. Missett, Marguerite C. Brunner

chapter 14|13 pages

Identifying Gifted Learners: Nonverbal Assessment

ByFrank C. Worrell

part |1 pages

SECTION III SERVICE DELIVERY OPTIONS AND PROGRAMMING MODELS FOR GIFTED STUDENTS

chapter 18|12 pages

Evidence Trumps Beliefs: Academic Acceleration is an Effective Intervention for High-ability Students

ByNicholas Colangelo, Susan G. Assouline, Maureen A. Marron

chapter 23|10 pages

The Levels of Service Model

ByStephen T. Schroth

chapter 24|12 pages

Parents and the Development and Education of Gifted

ByStudents

chapter 25|8 pages

Effectiveness and Implications of Homeschooling for

ByGifted Students

part |1 pages

SECTION IV CURRICULAR AND INSTRUCTIONAL DECISIONS

chapter 28|10 pages

Depth and Complexity

BySandra N. Kaplan

chapter 29|14 pages

Differentiated Instruction

ByCarol Ann Tomlinson

chapter 30|14 pages

The CLEAR Curriculum Model

ByAmy Azano

chapter 31|11 pages

The Integrated Curriculum Model

ByJoyce VanTassel-Baska

part |1 pages

SECTION V SPECIFIC POPULATIONS

chapter 32|2 pages

Heterogeneity Among the Gifted: Not an Oxymoron

ByCarolyn M. Callahan, Holly L. Hertberg-Davis

chapter 37|11 pages

Underachieving Gifted Students

ByDel Siegle, D. Betsy McCoach

chapter 38|13 pages

Gifted African Americans

ByFrank C. Worrell

chapter 39|11 pages

Asian American Gifted Students: The Model Minority or the Misunderstood Minority?

BySarah Oh, Carolyn M. Callahan

chapter 41|11 pages

Students From Rural Environments

ByJonathan A. Plucker

part |1 pages

SECTION VI EVALUATION AND POLICY IN GIFTED EDUCATION