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Education of the gifted and talented

Author: Gary A Davis; Sylvia B Rimm
Publisher: Boston : Pearson, 2006.
Edition/Format:   Print book : English : 5th ed., 7th printView all editions and formats

This resource presents best practices and ideas in the field of gifted education, exploring contemporary program models and problems of minority, female, and disabled gifted students. Changes to this  Read more...


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Document Type: Book
All Authors / Contributors: Gary A Davis; Sylvia B Rimm
ISBN: 0205388507 9780205388509
OCLC Number: 728121740
Description: 534 S.
Contents: 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.
Responsibility: Gary A. Davis, Sylvia B. Rimm.


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