The field of gifted education is characterized by a perplexing array of perspectives concerning such fundamental issues as definition, identification, curriculum, social and emotional development, and underserved populations. Fundamentals of Gifted Education provides a coherent framework for planning effective programs, providing appropriate educational services, and evaluating programs for the gifted. Parts are organized around fundamental issues confronting the field and follow a common structure: an introductory chapter that provides an overview of the theme of that part as well as guiding points and questions  for the reader followed by representative point-of-view chapters written by leading experts that provide varied perspectives on the topic at hand.

chapter 1|10 pages


ByHolly L. Hertberg-Davis, Carolyn M. Callahan

part I|72 pages


chapter 2|9 pages

Beliefs, Philosophies, and Definitions 1

ByCarolyn M. Callahan, Holly L. Hertberg-Davis, Tracy C. Missett

chapter 3|10 pages

An Eventful Modern History of Gifted Education

ByAnn Robinson

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|16 pages


Building Talented Outputs Out of Gifted Inputs
ByFrançoys Gagné

chapter 7|12 pages

Problematizing Gifted Education

Thinking Radically About Our Beliefs and Practice
ByJames H. Borland

part II|84 pages


chapter 8|9 pages

Considerations for the Identification of Gifted and Talented Students

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

chapter 9|9 pages

Identification of Gifted and Talented Students

ByCarolyn M. Callahan

chapter 10|13 pages

Traditional Identification Instruments

ByAnnalissa V. Brodersen, Marguerite M. Brunner, Tracy C. Missett

chapter 11|9 pages

Uses and Misuses of Matrices in Identifying Gifted Students

Considerations for Better Practice
ByTonya R. Moon

chapter 12|10 pages

Identifying Gifted Learners

Utilizing Nonverbal Assessment
ByFrank C. Worrell

chapter 13|11 pages

Utilizing Non-test Assessments in Identifying Gifted and Talented Learners

ByMichael S. Matthews

chapter 15|14 pages

The Characteristics of Gifted and Talented Students

ByCarolyn M. Callahan

part III|80 pages

Service Delivery Options and Programming Models for Gifted Students

chapter 16|4 pages

Contexts for Instruction

An Introduction to Service Delivery Options and Programming Models in Gifted Education
ByCarolyn M. Callahan, Holly L. Hertberg-Davis

chapter 17|14 pages

Evidence Overcomes Excuses

Academic Acceleration Is an Effective Intervention for High Ability Students 1
BySusan G. Assouline, Ann Lupkowski-Shoplik, Nicholas Colangelo

chapter 18|13 pages

Pull-Out Programs as a Service Delivery Option

ByCheryll M. Adams

chapter 19|13 pages

The Schoolwide Enrichment Model

A Focus on Student Creative Productivity, Strengths, and Interests
BySally M. Reis, Joseph S. Renzulli

chapter 20|12 pages

Cluster Grouping

ByMarcia Gentry

chapter 22|13 pages

Options for Secondary Gifted Students

ByFelicia Dixon

part IV|99 pages

Curricular and Instructional Decisions

chapter 23|3 pages

Defensible Curriculum for Gifted Learners

Where the Rubber Meets the Road
ByHolly L. Hertberg-Davis

chapter 24|18 pages

The Multiple Menu Model

A Guide for Developing Gifted Differentiated Curriculum and Instruction
ByJoseph S. Renzulli

chapter 25|9 pages

Differentiating with Depth and Complexity

BySandra N. Kaplan

chapter 26|14 pages

Differentiated Instruction

ByCarol Ann Tomlinson

chapter 27|17 pages

The CLEAR Curriculum Model

ByAmy Price Azano, Tracy C. Missett, Mary E. Tackett, Carolyn M. Callahan

chapter 28|12 pages

The Integrated Curriculum Model

ByJoyce VanTassel-Baska

chapter 29|11 pages

The Parallel Curriculum Model

ByJann H. Leppien

chapter 30|13 pages

Advanced Placement and International Baccalaureate Programs

ByCarolyn M. Callahan, Holly L. Hertberg-Davis

part V|94 pages

Specific Populations

chapter 31|2 pages

Heterogeneity Among the Gifted

Not an Oxymoron
ByCarolyn M. Callahan

chapter 32|10 pages

Gifted Males and Females

The Same but Different
ByCarolyn M. Callahan, Thomas P. Hébert

chapter 33|11 pages

Twice-Exceptional Students

Gifted Students with Disabilities Impacting Learning
ByTracy C. Missett

chapter 34|14 pages

Underachieving Gifted Students

ByDel Siegle, D. Betsy McCoach, Lisa DaVia Rubenstein

chapter 35|13 pages

Gifted African Americans

ByFrank C. Worrell

chapter 37|13 pages

Gifted Latino Students

Identifying and Nurturing Talent 1
ByThomas P. Hébert

chapter 38|11 pages

Gifted Students from Rural Environments 1

ByJonathan A. Plucker, Jeb S. Puryear

chapter 39|12 pages

Highly Gifted Students

ByMiraca U. M. Gross

part VI|36 pages

Parents and Gifted Students

chapter 40|4 pages

Working with Parents of Gifted Students

ByHolly L. Hertberg-Davis, Carolyn M. Callahan

chapter 41|10 pages

Parents and the Development of Gifted Students

ByMichael S. Matthews, Jennifer L. Jolly

chapter 42|10 pages

Parenting a Twice-Exceptional Child

ByTracy C. Missett

chapter 43|10 pages


An Alternative Approach for Gifted and Talented Learners?
ByJennifer L. Jolly, Michael S. Matthews

part VII|38 pages

Evaluation and Policy in Gifted Education

chapter 44|3 pages

Evaluating, Reflecting, Affirming and Re-Directing

An Introduction to the Evaluation of Gifted Programs
ByCarolyn M. Callahan

chapter 45|14 pages

Evaluating Curriculum Models Used in Gifted and Talented Programs

ByE. Jean Gubbins

chapter 46|8 pages

EVALUATING SERVICES Offered to Gifted and Talented Students

A Planning Guide
ByCarolyn M. Callahan

chapter 47|11 pages

Policy and Gifted Education

ByJonathan A. Plucker