Each chapter contains a “Summary.”
Preface.
1. Gifted Education: Matching Instruction with Needs.
History of Giftedness and Gifted Education.Contemporary History of
Gifted Education.National Research Center on the Gifted and
Talented.Education Reform and Ability Grouping.Cooperative
Learning.Definitions of Giftedness.Explanations and Interpretations
of Giftedness and Intelligence.
2. Characteristics of Gifted Students.
The Terman Studies.Traits of Intellectually Gifted
Children.Affective Characteristics.Characteristics of the
Creatively Gifted.Characteristics of Historically Eminent
Persons.Characteristics of Teachers of the Gifted.
3. Program Planning.
Main Components of Program Planning.Program Planning: Sixteen
Areas.The View from the School Board.Perspectives of Other
Teachers.Scope and Sequence in Gifted Programs.Curriculum
Considerations.The Death of Gifted Programs.Legal Issues in Gifted
Education.Appendix 3.1.
4. Identifying Gifted and Talented Students.
Thoughts and Issues in Identification.National Report on
Identification.Identification Methods.Assessment of Gardners Eight
or Nine Intelligences.Triarchic Abilities Test.A Multidimensional
Culture Fair Assessment Strategy.Talent Pool Identification Plan:
Renzulli.Identifying Gifted Preschoolers.Identifying Gifted
Secondary Students.Recommendations From the National Report on
Identification.Comment.Appendix 4.1.Appendix 4.2.Appendix
4.3.Appendix 4.4.Appendix 4.5.Appendix 4.6.
5. Acceleration.
Acceleration Versus Enrichment.Early Admission to Kindergarten or
First Grade.Grade-Skipping.Subject-Skipping.Early Admission to
Junior or Senior High School.Correspondence Courses.Telescoped
Programs.Early Admission to College.Residential High
Schools.International Baccalaureate Programs.Study of
Mathematically Precocious Youth, Talent Search, and Elementary
Talent Search.College Board Offices.
6. Enrichment and Grouping.
Enrichment.Independent Study, Research, and Art Projects.Learning
Centers.Field Trips.Saturday Programs.Summer Programs.Mentors and
Mentorships.Future Problem Solving.Odyssey of the Mind.Junior Great
Books.Academic Competitions.Technology of the Gifted.Grouping
Options: Bringing Gifted Students Together.Comments on Enrichment
and Grouping.Appendix 6.1.
7. Curriculum Models.
Enrichment Triad Model: Joseph Renzulli.Schoolwide Enrichment
Model.Multiple Menu Model.Pyramid Project: June Cox.Purdue
Three-Stage Enrichment Model: Feldhusen and Kollof.Structure of
Intellect Model: Guilford and Meeker and Meeker.Autonomous Learner
Model: George Betts.Talents Unlimited Model: Carol
Schlichter.Programming at Four Ability Levels: Treffinger and
Sortore.Multidimensional Curriculum Model: Morelock and
Morrison.Custructing Differentiated Curriculum for the Gifted:
Sandra Kaplan.Comment.Appendix 7.1.
8. Leadership, Affective Learning, and Character
Education.
Leadership.Leadership Definitions: Traits, Characteristics, and
Skills.Leadership Training.Affective Learning.Self-Concept.Moral
Development: The Kohlberg Model.An Effective, Humanistic
Curriculum.Materials and Strategies for Encouraging Affective
Growth.The Humanistic Teacher.
9. Creativity I: The Creative Person, Creative Process, and
Creative Dramatics.
Characteristics of Creative Persons.Creative Abilities.The Creative
Process.Steps and Stages in the Creative Process.The Creative
Process as a Change in Perception.Creative Dramatics.
10. Creativity II: Teaching for Creative Growth.
Can Creativity be Taught?Goals of Creativity Training.Creativity
Consciousness, Creative Attitudes, Creativity Personality
Traits.Understanding the Topic of Creativity.Strengthening Creative
Abilities.Personal Creative Thinking Techniques.Standard Creative
Thinking Techniques.Involving Students in Creative
Activities.Creative Teaching and Learning.
11. Teaching Thinking Skill.
Indirect Teaching, Direct Teaching, and Metacognition.Types of
Thinking Skills.Higher Order Thinking Skills: Benjamin
Bloom.Critical Thinking.Models, Programs, and Exercises for
Teaching Thinking Skills.CoRT Strategies: de Bono.Philosophy for
Children: Lipman.Project IMPACT.Instrumental Enrichment:
Feuerstein.Critical Thinking Books and Software Workbooks.Thinking
Skills and Character Education.Obstacles to Effective
Thinking.Selecting Thinking Skills Exercises and Materials.
12. Cultural Diversity and Children from Low Socioeconomic
Backgrounds: The Invisible Gifted.
Legislation.Special Needs.Factors Related to Success for
Disadvantages Youth.Identification.Programming for Gifted Students
Who Are Culturally Different.Gifted Programming in Rural Areas.
13. Underachievement: Diagnosis and Treatment.
Definition and Identification of Underachievement.Characteristics
of Underachieving Gifted Children.Etiologies of
Underachievement.Family Etiology.School Etiology.The Treatment of
Underachievement.
14. The Cultural Underachievement of Females.
Present Status of Women: Women in the Workforce.Life Satisfactions
of Women.The Home-Career Conflict.Sex Differences or Gender
Differences.Mathematics Ability.Differences in Expectations,
Achievement Orientation, and Aspirations.Educating Gifted
Females.Appendix 14.1.
15. Gifted Children with Disabilities.
Needs of Gifted Children with Disabilites.Identification.Critical
Ingredients of Programs for Gifted Children with
Disabilities.Reducing Communication Limitations.Self-Concept
Development.High Level, Abstract Thinking Skills.Parenting.
16. Parenting the Gifted Child.
Parenting by Positive Expectations.Some Special Parenting
Concerns.Preschool Children.Nontraditional Parenting.Parent Support
Groups.National Gifted and Talented Educational Organizations.
17. Understanding and Counseling Gifted Students.
Historical Background.Personal and Social
Issues.Perfectionism.Emotional Sensitivity and Overexcitability:
The Emotionally Gifted.Gifted and Gay.Suicide.Career Guidance and
Counseling.Personal Essay Writing and Bibliotherapy.Stress
Management.Developing a Counseling Program for Gifted
Students.Comment.Recommended Reading.
18. Program Evaluation.
Why Must Programs be Evaluated?Evaluation Design: Begin at the
Beginning.Evaluation Models.The Rimm Model.Complexity of Evaluation
and Audience: A Hierarchy.Instrument Selection.Test
Construction.Daily Logs.Indicators.Student
Self-Evaluations.Performance Contracting.Qualitative and
Quantitative Evaluation.Commitment to Evaluation.Appendix
18.1.Appendix 18.2.Appendix 18.3.Appendix 18.4.Appendix
18.5.Appendix 18.6.Appendix 18.7.Appendix 18.8.
References.
Author Index.
Subject Index.
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