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Copyright, iv
Preface, vii
Part I. Understanding Gifted Education and Talent Development, 1
Chapter 1. Gifted Education and Talent Development, 3
The Mission of and the Rationale for Gifted Education and Talent Development, 4
A Mission of Excellence and Equity, 5
A Rationale, 6
Excellence, Equity, and Gifted and Talented Learners, 9
Interest in Educating Gifted Learners, 9
Barriers to Appropriate Gifted Education and Talent Development, 19
Review of Important Ideas, 25
Check Your Understanding, 27
Chapter 2. The Concepts of Intelligence, Giftedness, Talent, and Talent Development, 28
The Concept of Intelligence, 29
The Behavioral Concept of Intelligence, 31
The Concept of Intelligence as a Process Within the Brain, 38
The Development of Intelligence, 48
Nature Plus Nurture, 48
High Levels of Intellectual Development: Giftedness, 50
The Gifted Brain, 50
Intelligence, Giftedness, Gifted Individuals, Talent, and Talent Development: Definitions, 52
Intelligence, 53
Gifted, Giftedness, and Gifted Students, 54
Talent and Talent Development, 55
Review of Important Ideas, 58
Check Your Understanding, 59
Chapter 3. The Origins and Growth of Giftedness, 61
Families and Gifted Children, 63
Siblings of Gifted Children, 67
Ensuring Family Support for School, 68
Characteristics of Gifted Learners, 73
Highly and Profoundly Gifted Individuals, 79
The Beginnings of Giftedness: Birth Through 2 Years, 86
Prenatal and Perinatal Interaction, 90
From Birth Through 3 Months, 90
From 4 Months Through 10 Months, 92
From 11 Months Through 2 Years, 95
Creating a Responsive Learning Environment for Early Learning, 98
Early Childhood: Ensuring the Development of High Potential, 102
The Preschool Experience, 103
Adolescence: Supporting Uniqueness, 112
The Physical Transition, 114
The Intellectual Transition, 115
The Social-Emotional Transition, 117
The Intuitive Transition, 119
The Cross-Cultural Development of Identity in the Gifted Adolescent, 119
Review of Important Ideas, 121
Check Your Understanding, 122
Chapter 4. Social-Emotional Development and Giftedness, 123
The Social-Emotional Development of Gifted Children, 124
Emotional Intelligence and Giftedness, 125
Social-Emotional Characteristics of Gifted Children, 127
Locus of Control, 128
Competition, 131
Perfectionism, 132
Social-Emotional Well-Being of Gifted Children, 135
The Self-Concept of the Gifted Child, 139
Labeling Gifted Children, 148
The Moral Development of Gifted Children, 149
Attitudes of Society, Teachers, and Other School Personnel, 151
Review of Important Ideas, 153
Check Your Understanding, 155
Chapter 5. Creativity: Integrated Thinking and Being, 156
Views of the Concept of Creativity, 158
Creativity as a Part of Giftedness, 159
The Cognitive or Rational View of Creativity, 160
The Affective or Emotional-Social View of Creativity, 162
The Physical/Sensing View of Creativity, 163
The Intuitive View of Creativity, 163
The Holistic View of Creativity: Integrating the Views, 164
Characteristics and Abilities Commonly Found in Creative Individuals, 166
Rational Characteristics, 168
Affective Characteristics, 168
Physical Characteristics, 169
Intuitive Characteristics, 169
Creativity as a Process, 171
Developing Creativity, 174
Conditions That Enhance the Development of Creativity, 174
Conditions That Inhibit the Development of Creativity, 182
Measuring Creativity, 183
Measures of Performance, 185
Measures of Products, 186
Measures of Creative Personality Characteristics and Attitudes, 186
Problems in Measuring Creativity, 186
Review of Important Ideas, 188
Check Your Understanding, 190
Part II. Educating the Gifted Student at School, 191
Chapter 6. Assessment and Identification of Gifted Students, 193
Recognizing Giftedness, 195
Different Approaches to Recognizing Giftedness, 197
Other Issues That Make Identification Difficult, 199
The Process of Identifying Gifted Students: Search, Screen, and Identify, 200
Search, 200
Effective Screening, 204
Identification and Placement, 208
Identification: Assessing Intelligence, Abilities, and Aptitudes, 210
Traditional and Nontraditional Assessments, 211
Alternative, Authentic, and Performance-Based Assessment, 211
The Assessment of Intelligence, Abilities, and Aptitudes by Program Categories, 212
A Summary of the Identification Process, 220
Review of Important Ideas, 221
Check Your Understanding, 223
Chapter 7. Optimizing Learning: Using Brain Research in Elementary and Secondary Classrooms, 225
The Seven Steps to Optimizing Learning, 227
Step One: Understand Brain Development As the Basis for Learning, 228
Step Two: Create a Responsive Learning Environment, 228
The Physical Learning Environment, 233
The Social-Emotional Learning Environment, 235
Step Three: Integrate the Intellectual Processes: The Integrative Education Model (IEM), 239
Integrating Cognitive Processes: Combining Linear-Rational-Verbal and Spatial-Gestalt-Visual Functions of the Brain Hemispheres, 240
Integrating Affective Processes: Social-Emotional Learning, 247
Integrating Physical Processes, 252
Integrating Intuitive Processes, 256
Sample Lessons for Integrating Intellectual Processes, 265
Review of Important Ideas, 272
Check Your Understanding, 275
Chapter 8. Optimizing Learning: Strategies and Modifications for Elementary and Secondary Gifted Learners, 276
Step Four: Establish the Continuum of Learning, 278
Standards and Rubrics, 279
A Caution, 280
Step Five: Assess the Student’s Level of Mastery, 281
Creating Student Portfolios, 283
Step Six: Differentiate and Individualize Teaching and Learning, 286
Providing Differentiation to Meet the Educational Needs of Gifted Learners, 287
Individualizing Instruction, 311
Review of Important Ideas, 320
Check Your Understanding, 322
Chapter 9. Culturally Responsive Teaching and Giftedness, 323
Multicultural Education and Giftedness, 324
Global Education, 329
Racially and Ethnically Diverse Gifted Populations, 330
Learning Differences Among and Between Racial and Ethnic Cultures, 331
Choosing Teachers for Racially and Ethnically Diverse Gifted Learners, 336
The Choice Between Academic Achievement and Cultural Affiliation, 337
Economically Disadvantaged Gifted Students: The Culture of Poverty, 338
Learning Differences, 340
Intervention, 341
Underrepresentation of Culturally Diverse Groups in the Gifted Population, 342
Identifying of Gifted Learners from Culturally Diverse Populations, 346
Search and Screen for Giftedness Among Students in Culturally Diverse Populations, 349
Identifying Economically Disadvantaged Gifted Learners, 354
Review of Important Ideas, 356
Check Your Understanding, 358
Chapter 10. Exceptionality, Underachievement, Gender, and Giftedness, 359
Gifted Learners with Disabilities, 361
Characteristics of Gifted Children with Disabilities, 362
Identification of Gifted Children with Disabilities, 364
Programming for Gifted Children with Disabilities, 366
Underachieving Gifted Students, 369
Characteristics of Underachieving Gifted Students, 370
Causes of Underachievement, 372
Prevention and Remediation of Underachievement, 375
Gender and Giftedness, 379
Gender Characteristics That Affect Learning, 381
Issues Regarding Gifted Females, 383
Issues Regarding Gifted Males, 392
The Special Needs of Gifted Students Who Are Gay, Lesbian, Bisexual, or Transgendered (GLBT), 395
Review of Important Ideas, 396
Check Your Understanding, 398
Part III. Building and Maintaining Effective Programs and Services for Gifted Learners, 399
Chapter 11. Program Models, Structures, and Organizations for Elementary and Secondary Gifted Learners, 401
Developing Effective Programs for Gifted and Talented Students, 403
Programming by Level of Involvement, 404
Programming in a Full-Inclusion Classroom, 406
Administrative and Curricular Modifications Used in Gifted and Talented Education Programs, 407
Enrichment, 407
Acceleration, 409
Grouping by Ability and Need, 411
Models and Structures Used to Teach Elementary and Secondary Gifted Learners, 416
Conceptual Frameworks, 416
Curriculum Models Often Used to Educate Gifted Learners, 419
Program Organizations for Gifted Learners in Elementary School, 427
Regular Classrooms, 432
Individualized Classrooms, 435
Special Classes, 435
Special Schools, 436
Adjunct Programs, 436
Program Organizations for Gifted Learners in Middle School and High School, 436
Early Admission Programs, 439
Core Academic Classes, 439
Group Seminars, 439
Honors Classes, 440
Mini-Course Structure, 440
School-Within-a-School, 441
Governor’s Schools, 441
Advanced Placement Program, 442
International Baccalaureate Program, 442
Secondary Triad Model, 442
Autonomous Learner Model, 443
Purdue Secondary Model, 443
Accelerated College Enrollment and Early Entrance Programs, 443
Johns Hopkins University’s Study of Mathematically Precocious Youth, 444
Homeschooling: An Alternative Approach for Elementary and Secondary Gifted Learners, 446
Review of Important Ideas, 450
Check Your Understanding, 452
Chapter 12. Effective Programs for Gifted and Talented Education, 453
Developing Effective Gifted and Talented Education (GATE) Programs, 455
Seven Actions to Take in Developing an Effective GATE Program, 455
Teachers of Gifted Learners at School, 463
Abilities, Values, and Characteristics of Teachers of Gifted Students, 464
Teacher Education and Certification, 467
The Coordinator of the Gifted and Talented Education Program, 472
The Gifted and Talented Education Program Advisory Committee, 474
The Importance of Support for Effective Programs, 475
Gaining the Support of Teachers, 475
Gaining the Support of Parents, 476
Gaining the Support of the Administrator, 478
Counselors and School Psychologists as Support Personnel, 480
Gaining the Support of the Community, 486
Assessment and Evaluation of Programs and Services, 490
Evaluating Program Effectiveness, 490
Evaluating Teaching and Learning: Step Seven to Optimizing Learning, 492
Grading Gifted Learners, 493
Reflect and Reform: The Final Step to Optimizing Learning and Maintaining an Effective GATE Program, 497
Review of Important Ideas, 498
Check Your Understanding, 500
References, 503
Name Index, 523
Subject Index, 528

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