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Growing up gifted : developing the potential of children at home and at school

Author: Barbara Clark
Publisher: Upper Saddle River, N.J. : Pearson/Merrill Prentice Hall, ©2008.
Edition/Format:   Print book : English : 7th edView all editions and formats
Summary:
An introduction to gifted and talented children that highlights the best practices from a wide range of fields to help teachers develop a curriculum that will encourage their students' gifts and abilities.
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Material Type: Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Barbara Clark
ISBN: 9780131185722 0131185721
OCLC Number: 82172609
Description: xix, 547 pages : illustrations ; 24 cm
Contents: part I: Understanding gifted education and talent development --
chapter 1. Gifted Education and Talent Development --
The Mission of and Rationale of Gifted Education and Talent Development --
A Mission of Excellence and Equity --
A Rationale --
Excellence, Equity, and Gifted and Talented Learners --
Interest in Educating Gifted Learners --
Barriers to Appropriate Education Talent Development --
Review of Important Ideas --
Check Your Understanding --
chapter 2. The Concept of Intelligence, Giftedness, Talent, and Talent Development --
The Concept of Intelligence --
The Behavioral Concept of Intelligence --
The Concept of Intelligence as a Process Within the Brain --
The Development of Intelligence --
Nature Plus Nurture --
High Levels of Intellectual Development: Giftedness --
The Gifted Brain --
Intelligence, Giftedness, Gifted Individuals, Talent, and Talent Development: Definitions --
Intelligence --
Gifted, Giftedness, and Gifted Students --
Talent and Talent Development --
Review of Important Ideas --
Check Your Understanding. chapter 3. The Origins and Growth of Giftedness --
Families and Gifted Children --
Siblings of Gifted Children --
Ensuring Family Support for School --
Characteristics of Gifted Learners --
Highly and Profoundly Gifted Individuals --
The Beginnings of Giftedness: Birth Through 2 Years --
Prenatal and Perinatal Interaction --
From Birth Through 3 Months --
From 4 Months Through 10 Months --
From 11 Months Through 2 Years --
Creating a Responsive Learning Environment for Early Learning --
Early Childhood: Ensuring the Development of High Potential --
The Preschool Experience --
Adolescence: Supporting Uniqueness --
The Physical Transition --
The Intellectual Transition --
The Social-Emotional Transition --
The Intuitive Transition --
The Cross-Cultural Development of Identity in the Gifted Adolescent --
Review of Important Ideas --
Check Your Understanding --
chapter 4. Social-Emotional Development and Giftedness --
The Social-Emotional Development of Gifted Children --
Emotional Intelligence and Giftedness --
Social-Emotional Characteristics of Gifted Children --
Locus of Control --
Competition --
Perfectionism --
Social-Emotional Well-Being of Gifted Children --
The Self-Concept of the Gifted Child --
Labeling Gifted Children The Moral Development of Gifted Children --
Attitudes of Society, Teachers, and Other School Personnel --
Review of Important Ideas --
Check Your Understanding. chapter 5. Creativity: Integrated Thinking and Being --
Views of the Concept of Creativity --
Creativity as a Part of Giftedness --
The Cognitive or Rational View of Creativity --
The Affective or Emotional-Social View of Creativity --
The Physical/Sensing View of Creativity --
The Intuitive View of Creativity --
The Holistic View of Creativity: Integrating the Views --
Characteristics and Abilities Commonly Found in Creative Individuals --
Rational Characteristics --
Affective Characteristics --
Physical Characteristics --
Intuitive Characteristics --
Creativity as a Process --
Developing Creativity --
Conditions that Enhance the Development of Creativity --
Conditions that Inhibit the Development of Creativity --
Measuring Creativity --
Measures of Performance --
Measures of Products --
Measures of creative Personality Characteristics and Attitudes --
Problems in Measuring Creativity --
Review of Important Ideas --
Check Your Understanding --
PART II: Educating the Gifted Student At School --
Chapter 6 --
Assessment and Identification of Gifted students --
Recognizing Giftedness --
Different Approaches to Recognizing Giftedness --
Other Issues That Make Identification Difficult --
The Process of Identifying Gifted Learners: Search, Screen, and Identify --
Search --
Effective Screening --
Identification and placement --
Identification: Assessing Intelligence, Abilities, and Aptitudes --
Traditional and Non-Traditional Assessments --
Alternative, Authentic, and Performance-Based Assessment --
The Assessment of Intelligence, Abilities, and Aptitudes by Program Categories. A Summary of the Identification Process --
Review of Important Ideas --
Check Your Understanding --
chapter 7. Optimizing Learning: Using Brain Research in Elementary and Secondary Classrooms --
The Seven Steps to Optimizing Learning --
Step One: Understand Brain Development as the Basis for Learning --
Step Two: Create a Responsive Learning Environment --
The Physical Learning Environment --
The Social-Emotional Learning Environment --
Step Three: Integrate the Intellectual Processes: The Integrative Education Model (IEM) --
Integrating Cognitive Processes --
Combining Linear-Rational-Verbal and Spatial-Gestalt-Visual Functions of the Brain Hemispheres --
Integrating Affective Processes: Social-Emotional Learning --
Integrating Physical Processes --
Integrating Intuitive Processes --
Sample Lessons for Integrating Intellectual Process --
Review of Important Ideas --
Check Your Understanding --
chapter 8. Optimizing Learning: Strategies and Modifications for Elementary and Secondary Gifted Learners --
Step Four: Establish the Continuum of Learning --
Standards and Rubrics --
A Caution --
Step Five: Assess the Student's Level of Mastery --
Creating Student Portfolios --
Step Six: Differentiate and Individualize Teaching and Learning --
Providing Differentiation to Meet the Educational Needs of Gifted Learners --
Individualizing Instruction --
Review of Important Ideas --
Check Your Understanding --
chapter 9. Culturally Responsive Teaching and Giftedness --
Multicultural Education and Giftedness --
Global Education. Racially and Ethnically Diverse Gifted Populations --
Learning Differences Among and Between Racial and Ethnic Cultures --
Choosing Teachers for Racially and Ethnically Diverse Gifted Learners --
The Choice Between Academic Achievement and Cultural Affiliation --
Economically Disadvantaged Gifted Students: The Culture of Poverty --
Learning Differences --
Intervention --
Underrepresentation of Culturally Diverse Groups in the Gifted Population --
Identification Gifted Learners from Culturally Diverse Populations --
Search and Screen for Giftedness Among Students in Culturally Diverse Populations --
Identification of Economically Disadvantaged Gifted Learners --
Review of Important Ideas --
Check Your Understanding --
chapter 10. Exceptionality, Underachievement, Gender, and Giftedness --
Gifted Learners with Disabilities --
Characteristics of Gifted Children with Disabilities --
Identification of Gifted Children with Disabilities --
Programming for Gifted Children with Disabilities --
Underachieving Gifted Students --
Characteristics of Underachieving Gifted Students --
Causes for Underachievement --
Prevention and Remediation of Underachievement --
Gender and Giftedness --
Gender Characteristics That Affect Learning --
Issues Regarding Gifted Females --
Issues Regarding Gifted Males --
The Special Needs of Gifted Students Who are Gay, Lesbian, Bisexual, or Transgendered (GLBT) --
Review of Important Ideas --
Check Your Understanding --
part III: Building and Maintaining Effective Programs and Services for Gifted Learners --
chapter 11. Program Models, Structures, and Organizations for Elementary and Secondary Gifted Learners --
Developing Effective Programs for Gifted and Talented Students --
Programming by Level of Involvement. Programming in a Full-Inclusion Classroom --
Administrative and Curricular Modifications Used in Gifted and Talented Programs --
Enrichment --
Acceleration --
Grouping by Ability or Need --
Models and Structures Used to Teach Elementary and Secondary Gifted Learners --
Conceptual Frameworks --
Curriculum Models Often Used to Educate Gifted Learners --
Program Organizations for Gifted Learners in Elementary Schools --
Regular Classrooms --
Individualized Classrooms --
Special Classes --
Special Schools --
Adjunct Programs --
Program Organizations for Gifted Learners in Middle and High School --
Early Admission Programs --
Core Academic Classes --
Group Seminars --
Honors Classes --
Mini-Course Structure --
School-Within-a-School --
Governor's Schools --
Advanced Placement Program --
International Baccalaureate Program --
Secondary Triad Model --
Autonomous Learner Model --
Purdue Secondary Model --
Accelerated College Enrollment and Early Entrance Programs --
John Hopkins University's Study of Mathematically Precocious Youth --
Homeschooling: An Alternative Approach for Elementary and Secondary Gifted Learners --
Review of Important Ideas --
Check Your Understanding --
chapter 12. Effective Programs for Gifted and Talented Education --
Developing Effective Gifted and Talented Education (GATE) Programs --
Seven Steps to take in Developing the Plan for a GATE Program --
Teachers of Gifted Learners at School --
Abilities, Values, and Characteristics of Teachers of Gifted Students --
Teacher Education and Certification --
The Coordinator of Gifted and Talented Education Program --
The Gifted and Talented Education Program Advisory Committee --
The Importance of Support for Effective Programs --
Gaining the Support of Teachers --
Gaining the Support of Parents --
Gaining the Support of the Administrator --
Counselors and School Psychologists as Support Personnel --
Gaining the Support of the Community --
Assessment and Evaluation of Programs and Services --
Evaluating Program Effectiveness --
Evaluating Teaching and Learning: Step Seven to Optimizing Learning --
Grading Gifted Learners --
Reflect and Re-form: The Final Step to Optimizing Learning and Maintaining an Effective GATE Program --
Review of Important Ideas --
Check Your Understanding.
Responsibility: Barbara Clark.
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Abstract:

An introduction to gifted and talented children that highlights the best practices from a wide range of fields to help teachers develop a curriculum that will encourage their students' gifts and abilities.

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