Gifted Children and Gifted Education : A Handbook for Teachers and Parents

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ISBN: 9780910707732 | 0910707731
Cover: Paperback
Copyright: 9/1/2006

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Frankenstein and Pinocchio help Gary A. Davis, Ph.D., make a point about giftedness in this brand new book. Each chapter begins with humorous anecdotes as a gateway to explaining how to cultivate the talents of gifted children. There are noteworthy obstacles to achieving the successful education of gifted and talented students, but they can be overcome. This book, as a resource for teachers and parents, is a valuable tool for doing so. The author's dry humor, combined with user-friendly explanations, will guide parents and educators through an enjoyable learning experience!

Preface

Chapter 1. Gifted Students and Gifted Education

(24)

Giftedness and Intelligence

(1)

Intelligence

(1)

The Normal Curve

(2)

Benefits of High Intelligence

(2)

High Spatial and Art Ability

(1)

Advantages and Problems of Intelligent Students

(2)

Degrees and Kinds of Giftedness

(2)

Selection Policies, Procedures, and Considerations

(2)

Admission Considerations

(1)

For School Success: High Intelligence and High Effort

(1)

Types of Giftedness

(1)

Intelligence, Creativity, Motivation

(1)

Standardized Achievement Test Scores

(1)

Beyond Single IQ Scores

(1)

Gifted Consultants, Teachers of the Gifted, and School G/T Committees

(1)

Equity or Excellence?

(1)

Detrimental Educational Policies: Detracking, Competency Testing, and Cooperative Learning

(3)

Detracking Movement

(1)

National and State Competency Testing

(1)

Cooperative Learning

(1)

Misuses of Gifted Children

(1)

Summary

(5)

Chapter 2. Characteristics of the Gifted

(24)

Intellectually Gifted Students

(4)

Precocious Language and Logical Thought

(1)

Early Art, Music, and Math Abilities

(1)

Motivation and Persistence

(1)

Self-Confidence, Independence, Internal Control

(1)

Overexcitability, Emotional Giftedness, and Emotional Intelligence

(4)

Dabrowski's Categories

(2)

Emotional Giftedness

(1)

Emotional Intelligence

(1)

Visual-Spatial Learners

(2)

Humor

(1)

Informal Evaluation: Annemarie Roeper

(1)

Gifted Underachievement

(2)

Desirable Characteristics of Teachers of the Gifted

(2)

Summary

(4)

Chapter 3. Definitions, Theories, and Legal Questions

(20)

Implications of Formal Definitions

(1)

The Federal Definition

(1)

A Three-Ring Model of Giftedness: Joseph Renzulli

(1)

Multiple-Intelligence Theory: Howard Gardner

(2)

Triarchic Theory: Robert Sternberg

(1)

Multiple-Talent Totem Poles: Calvin Taylor

(1)

Who, What, and How of Giftedness: Abraham Tannenbaum

(2)

General Gifts and Specific Talents: Francois Gagne

(1)

Conclusions

(1)

Legal Problems

(6)

Handling Disputes

(1)

State and Federal Financial Assistance and Legislation

(1)

Summary

(4)

Chapter 4. Identification of Gifted and Talented Students

(26)

The U.S. Office [Department] of Education Definition

(1)

Multiple Criteria

(2)

Intelligence Tests

(3)

Stanford-Binet Intelligence Scale

(1)

Wechsler Intelligence Scale for Children (WISC)

(1)

Group Intelligence Tests

(1)

An Intelligence Continuum: Rufs Five Categories

(2)

Level One Gifted

(1)

Level Two Gifted

(1)

Level Three Gifted

(1)

Level Four Gifted

(1)

Level Five Gifted

(1)

Nationally Standardized Achievement Tests

(1)

Creativity Tests

(2)

Teacher Nominations

(3)

Gifted Evaluation Scale

(1)

Scales for Rating the Behavioral Characteristics of Superior Students

(1)

Parent Nominations

(1)

Self Nominations

(1)

Peer Nominations

(1)

Identification Matrices

(1)

Project APOGEE: Susanne Richert

(1)

Talent Pool Identification Plan: Joseph Renzulli

(1)

Summary

(5)

Chapter 5. Acceleration

(18)

Acceleration, Enrichment, and Grouping

(2)

Is Acceleration Effective?

(1)

Early Admission to Kindergarten or First Grade

(1)

Grade Skipping

100

(1)

Subject Skipping

101

(1)

Telescoped Programs

102

(1)

Credit by Examination

102

(1)

College Courses While in High School

103

(1)

Early College Admission

104

(1)

Residential High Schools

105

(2)

International Baccalaureate Programs

107

(1)

Talent Search and Elementary Talent Search

108

(2)

Summary

110

(3)

Chapter 6. Enrichment

113

(32)

Process and Content Goals

114

(1)

School Projects and Activities

115

(4)

Library and Internet Research Projects

115

(1)

Creative Writing, Art, Drama

116

(1)

Science Projects

116

(1)

Other Independent Projects

116

(2)

Learning Centers

118

(1)

Field Trips

119

(1)

Service Learning and Global Awareness

119

(3)

Saturday Programs

122

(1)

Summer Programs

123

(4)

Logan School for Creative Learning

123

(1)

Governor's School Programs

123

(2)

College Programs

125

(1)

Camp Invention

126

(1)

Study Abroad Programs

127

(1)

Music, Language, Art, and Computer Camps

127

(1)

Benefits of Saturday and Summer Programs

127

(1)

Mentorships

128

(2)

Mentorships for Elementary Students

129

(1)

On-Line Mentors

130

(1)

Future Problem Solving and Odyssey of the Mind

130

(4)

Future Problem Solving

130

(1)

Odyssey of the Mind

131

(3)

Junior Great Books

134

(1)

United States Academic Decathlon

134

(1)

Competitions

134

(3)

Computers and the Internet

137

(1)

Home Schooling: Acceleration and Enrichment

138

(2)

Summary

140

(5)

Chapter 7. Grouping Gifted Students

145

(22)

Benefits and Problems of Grouping

146

(2)

Pullout Plans

148

(1)

District-Wide Resource Programs

149

(1)

Part-Time Special Classes

149

(1)

Enrichment Clusters

149

(1)

Temporary Grouping for Reading and Math

150

(1)

After-School High School Clubs

150

(1)

Special Public Elementary Schools for the Gifted

150

(1)

Private Schools for the Gifted

151

(8)

Magnet High Schools

159

(1)

School-Within-a-School

160

(1)

Special Classes

160

(2)

Cluster Groups

162

(1)

Grouping at the Roeper City and Country School

163

(1)

Recommendations for Teaching Gifted Students in Part-Time and Full-Time Grouping

164

(1)

Summary

164

(3)

Chapter 8. Planning a Gifted Program

167

(32)

National Association for Gifted Children Pre-K—Grade 12 Gifted Program Standards

169

(9)

Curriculum and Instruction

169

(1)

Program Administration and Management

170

(1)

Program Design

171

(1)

Student Identification

172

(2)

Guidance and Counseling

174

(1)

Professional Development

175

(1)

Program Evaluation

176

(2)

Acceleration, Enrichment, and Grouping Options

178

(1)

Content, Process, and Product

179

(1)

Preparing a Written Program Plan

179

(3)

Eleven Areas of Program Planning

182

(12)

Why Gifted Programs Survive and Thrive

194

(1)

Why Gifted Programs Die

194

(1)

Summary

195

(4)

Chapter 9. Models that Guide Teaching the Gifted

199

(18)

Enrichment Triad Model

200

(4)

Type I Enrichment

201

(1)

Type II Enrichment

201

(1)

Type III Enrichment

201

(1)

Secondary Triad Model

202

(1)

Schoolwide Enrichment Model

203

(1)

Parallel Curriculum Model

204

(1)

Autonomous Learner Model

204

(3)

Integrated Curriculum Model

207

(1)

Pyramid Model

208

(2)

Programming at Four Ability Levels

210

(2)

Taylor's Multiple-Talent Totem Poles

212

(1)

Comment

213

(1)

Summary

213

(4)

Chapter 10. Thinking Skills

217

(20)

Thinking Skills and Intelligence

218

(1)

Creativity

219

(1)

Thinking Skills as Personality Traits

219

(1)

Teaching Thinking Skills

219

(1)

Metacognition

220

(1)

Direct Approaches to Teaching Thinking Skills

220

(5)

CoRT Thinking Program

221

(2)

Philosophy for Children

223

(2)

Indirect Approaches to Teaching Thinking Skills

225

(2)

Project IMPACT

225

(1)

"Can You Zooley?"

226

(1)

Instrumental Enrichment

227

(1)

Other Ways to Teach Thinking Skills

227

(1)

Bloom's Taxonomy

228

(1)

Other Thinking Skills

229

(3)

Selecting Thinking Skills to Teach

232

(1)

Summary

232

(3)

Solutions to "Can You Zooley?"

235

(2)

Chapter 11. Creativity and Teaching for Creative Growth

237

(20)

Characteristics

239

(1)

Creative Abilities

240

(3)

Self-Actualized and Special-Talent Creativity

243

(1)

Two Models of Creative Thinking and Problem Solving: Wallas and CPS

244

(1)

The Wallas Model

244

(1)

Creative Problem Solving Model

244

(1)

Teaching Creative Thinking

245

(1)

Creativity Consciousness and Creative Attitudes

246

(2)

Idea Squelchers

248

(1)

Improving Understanding of Creativity

248

(2)

Exercising Creative Abilities

250

(1)

Teaching Creative Thinking Techniques

251

(2)

Involvement in Creative Thinking and Creative Activities

253

(1)

Summary

254

(3)

Chapter 12. Problems and Counseling Needs

257

(28)

Why Counseling?

258

(1)

Home and Peer Problems

258

(1)

Boredom and Apathy

259

(1)

Perfectionism

259

(3)

Recommendations for Teachers, Counselors, and Parents

260

(2)

Potential Diagnosis Errors

262

(4)

Attention Deficit Hyperactivity Disorder

262

(1)

Asperger's Syndrome

263

(1)

Schizotypal Personality Disorder

264

(1)

Avoidant Personality Disorder

265

(1)

Depression

265

(1)

Gifted and Gay

266

(1)

Suicide

267

(2)

Multipotentiality

269

(1)

Early Visibility of Intelligence and Talent

269

(1)

Stereotyped Educational and Career Choices

270

(1)

Gifted Boys

271

(2)

Boy Code

271

(1)

Sissy, Fat Boy, Geek, Nerd, Dork, Brain

272

(1)

Minority Boys

272

(1)

Gifted Girls

273

(3)

Differences in Math and Science Ability?

274

(1)

Counseling

275

(1)

Cultural Effects

276

(1)

Recurring Problems

276

(1)

Bibliotherapy: Aiding Emotional and Intellectual Development

277

(1)

Goals of Counseling

278

(1)

Group Counseling

279

(2)

Summary

281

(4)

References

285

(18)

Endnotes

303

(16)

Name Index

319

(4)

Subject Index

323

(8)

About the Author

331

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Gifted Children and Gifted Education : A Handbook for Teachers and Parents

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Table of Contents

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Gifted Children and Gifted Education : A Handbook for Teachers and Parents

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Table of Contents

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