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Growing up Gifted : Developing the Potential of Children at Home and at School

ISBN: 9780130944375 | 0130944378
Edition: 6th
Format: Paperback
Publisher: Prentice Hall
Pub. Date: 1/1/2002

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SummaryTable of Contents
For courses in the Introduction to Gifted Education. This leading introduction to gifted and talented children retains proven parts of its original structure and combines it with the knowledge and best practices from a variety of sources. It incorporates knowledge from many disciplines and integrates best practices from classrooms to inform readers of how to work with children who grow up gifted and bring their gifts to the world. The author encourages readers to understand intelligence in order to help more children realize their unique potent... MORE
PART I UNDERSTANDING THE GIFTED INDIVIDUAL
Discussing Issues of Excellence and Equity: Gifted Education and Talent Development
3(21)
The Dual Mission of Gifted Education
4... MORE
Balancing Excellence and Equity
4(1)
A Rationale for Gifted Education and Talen Development
5(2)
Excellence, Equity, and the Gifted Student
7(3)
The Javits Act Program
8(1)
National Excellence: A Case for Developing America's Talent
9(1)
Interest in Educating Gifted Learners
10(2)
Barriers to Appropriate Education for Gifted Students and the Development of Talent
12(7)
Elitism: A Problem or a Blessing?
12(2)
Age-Grouped Classes
14(1)
Uninformed Attitudes and Beliefs of Educators and Decision Makers
15(2)
Unbalanced Educational Reform
17(2)
Other Current Issues
19(1)
A Declaration of the Educational Rights of the Gifted Child
19(1)
Questions Often Asked
20(2)
Checking for Understanding: Follow-Up Activity
22(1)
Summary
22(2)
Discovering Who the Gifted Individuals Are
24(49)
Intelligence, Giftedness, and Talent Development
25(9)
Definitions
26(1)
Intelligence, Giftedness, and Talent As Performance
26(2)
Intelligence, Giftedness, and Talent As an Integration of Brain Funcations
28(5)
Talent Development
33(1)
The Concept of Intelligence
34(22)
A Historical Overview of Intelligence
34(1)
The Development of Intelligence
34(16)
The Gifted Brain: Implications of Brain Research for Educators
50(6)
Characteristics of Gifted Learners
56(1)
Highly and Exceptionally Gifted Individuals
57(12)
Questions Often Asked
69(2)
Checking for Understanding: Follow-Up Activity
71(1)
Summary
71(2)
Being Creative: Going Beyond Giftedness
73(35)
Creativity: Views of the Concept
74(8)
A Holistic View
75(2)
Creativity and Its Relationship to Giftedness
77(1)
The Cognitive or Rational View of Creativity
77(2)
The Affective/Emotional-Social View of Creativity
79(1)
The Physical/Sensing View of Creativity
80(1)
The Intuitive View of Creativity
80(1)
Integrating the Views of Creativity
80(2)
Characteristics Commonly Found in Creative Individuals
82(4)
Conditions That Enhance or Inhibit the Development of Creativity
86(7)
Nurturing Creativity at Home
87(1)
Nurturing Creativity at School
87(6)
Conditions That Inhibit Creativity
93(1)
Measuring Creativity
93(5)
Creativity Tests and Measures
95(2)
Problems Measuring Creativity
97(1)
Being Creative
98(3)
Developing Creative Behavior
101(1)
Questions Often Asked
101(4)
Checking for Understanding: Follow-Up Activity
105(1)
Summary
105(3)
Becoming Gifted
108(59)
Early Learning: The Importance of Developing Potential
111(5)
Clues From Animal Studies
112(2)
Prenatal and Perinatal Interaction
114(2)
Optimizing Learning: Developing Giftedness (Birth Through 2 Years)
116(18)
Creating a Responsive Learning Environment for Early Learning
117(11)
Sensitive and Critical Periods for Learning
128(5)
Discipline
133(1)
Nurturing Giftedness During Early Childhood (2 Through 5 Years)
134(16)
Development of the Rational Mind
135(3)
Development of the Metaphoric Mind
138(1)
Young Gifted Children
139(1)
The Preschool Experience
140(10)
Parenting Gifted Children: Teachers of the Gifted at Home
150(13)
Development of Giftedness and Talents
155(2)
Siblings of Gifted Children
157(1)
Organizing for Cooperation
158(2)
Parent In-Service
160(1)
Parents As Resources
161(2)
Questions Often Asked
163(1)
Checking for Understanding: Follow-Up Activity
164(1)
Summary
165(2)
Growing Up Gifted
167(46)
Social-Emotional Development and Giftedness
168(9)
Social-Emotional Characteristics of Gifted Learners
169(6)
Social-Emotional Adjustment of Gifted Learners
175(2)
The Self-Concept of the Gifted Individual
177(12)
Development of Self-Esteem
183(6)
Moral Development
189(3)
The Developing Personality
192(4)
Attitudes of Society
193(1)
Attitudes of Teachers and Other School Personnel
194(2)
Adolescence: A Particularly Challenging Period of Growth
196(10)
The Physical Transition
199(1)
The Intellectual Transition
200(2)
The Social-Emotional Transition
202(3)
The Intuitive Transition
205(1)
Questions Often Asked
206(1)
Checking for Understanding: Follow-Up Activity
207(1)
Summary
208(5)
PART II THE SCHOOL AND THE GIFTED INDIVIDUAL
Developing Support Systems for Programs for Gifted Learners
213(39)
Programs for Gifted Learners Yesterday and Today
215(2)
Education of the Gifted Learner
215(2)
Mandating Service to Gifted Students
217(1)
Teachers of the Gifted: At School
217(17)
Abilities, Values, and Characteristics
220(4)
Teacher Education and Certification
224(10)
The Importance of Support for Effective Programs
234(7)
Gaining the Support of Teachers
234(2)
Gaining the Support of Parents
236(3)
Gaining the Support of the Administration
239(2)
Counselors and Psychologists As Support Personnel
241(5)
Interactions Among Counselors and Other Educational Team Members
245(1)
Gaining the Support of the Community
246(3)
Questions Often Asked
249(1)
Checking for Understanding: Follow-Up Activity
250(1)
Summary
250(2)
Providing a Continuum of Services for Gifted Learners
252(48)
Developing Programs for Gifted Learners
253(19)
Programming by Level of Involvement
255(1)
Programming in a Full-Inclusion Classroom
255(2)
Planning a Program for Gifted Learners
257(6)
Administrative Provisions
263(9)
Program Organizations and Structures for Gifted Learners in the Elementary Schools
272(10)
Organizational Modifications for Gifted Learners in the Elementary Schools
273(3)
Program Structures for Educating Elementary-Age Gifted Learners
276(5)
Program Limitations
281(1)
Program Organizations and Structures for Gifted Learners in the Middle School and High School
282(14)
Middle School Reform and Gifted Learners
284(1)
Other Limitations in Secondary Educational Structures
285(2)
Organizational Modifications for Gifted Learners in the Middle and High School
287(2)
Program Structures for Gifted Learners in Middle and High School Grades
289(4)
Student Views of Programs in the Middle and High Schools
293(3)
Questions Often Asked
296(1)
Checking for Understanding: Follow-Up Activity
297(1)
Summary
298(2)
Outreach of Programs and Program Evaluation
300(19)
Career Education for the Gifted Learner
301(5)
Suggested Programs
303(2)
Activities to Develop Awareness of Career Possibilities
305(1)
Rural Programs
306(1)
Using the Community
307(1)
Homeschooling: An Alternative Approach
308(3)
Global Education
311(2)
Evaluating Programs for Gifted Learners
313(3)
Questions Often Asked
316(1)
Checking for Understanding: Follow-Up Activity
317(1)
Summary
317(2)
Finding Gifted Learners in the Schools
319(42)
Different Approaches to Discovering Giftedness
321(2)
Search, Screening, and the Identification Procedures
323(18)
Measuring Intelligence
326(5)
Search
331(1)
Screening
331(4)
Identification
335(1)
Tools for Screening and Identification of Gifted and Talented Learners
336(5)
Identifying Culturally Diverse, Disabled, and Educationally Atypical Gifted Learners
341(9)
Screening for Gifted Potential Among Diverse Populations
341(1)
The Problems of Traditional Identification Processes for Culturally Diverse Learners
342(2)
Identification Tools and Procedures Designed and/or Suggested for Diverse Populations
344(2)
The Gifted Among Diverse Populations
346(2)
Identifying Students With Disabilities
348(2)
The Case Study
350(1)
Labeling Gifted Learners
351(1)
Questions Often Asked
352(2)
Checking for Understanding: Follow-Up Activity
354(2)
Summary
356(5)
PART III TEACHING GIFTED LEARNERS
Establishing the Foundation for Educating Gifted Learners
361(38)
Curriculum Models Often Used to Educate Gifted Learners
363(15)
The Taxonomy of Educational Objectives: Cognitive Domain and Affective Domain
363(3)
The Structure of Intellect Model
366(2)
The Enrichment Triad/Revolving Door Model
368(2)
The Grid
370(3)
The Integrative Education Model
373(1)
The Autonomous Learner Model
374(2)
The Multiple Intelligence (MI) Model
376(1)
The Triarchic Componential Model
376(1)
Other Theories and Models
377(1)
Seven Steps to Optimizing Learning
378(1)
Creating the Responsive Learning Environment
379(9)
The Physical Learning Environment
381(3)
The Social-Emotional Learning Environment
384(2)
Extending Learning Beyond the Classroom
386(1)
The Critical Role of the Teacher
387(1)
The Student's Role
388(1)
Assessment of the Needs and Abilities of Gifted Learners
388(8)
Assessing Knowledge, Understanding, and Interest
389(2)
Alternative, Performance-Based, and Authentic Assessment
391(1)
Standards and Rubrics
392(1)
Creating Student Portfolios
393(3)
Questions Often Asked
396(1)
Checking for Understanding: Follow-Up Activity
397(1)
Summary
397(2)
Planning for Integrative Education: Using Brain Research in the Classroom
399(47)
Integrating Intellectual Processes: The Integrative Education Model
400(1)
Integrating Cognitive Processes: Combining Rational-Linear and Spatial-Gestalt Functions of the Brain Hemispheres
401(8)
Strategies Integrating Rational-Linear and Spatial-Gestalt Cognitive Functions
405(2)
Strategies Integrating Cognition With Other Brain Funcations
407(2)
Integrating Affective Processes
409(8)
Empowering Language and Behavior
410(3)
Choice and Perceived Control
413(2)
Other Possibilities
415(2)
Integrating Physical Processes
417(6)
Relaxation and Tension Reduction
417(4)
Movement and Physical Encoding
421(2)
Integrating Intuitive Processes
423(11)
Defining Intuition
426(2)
Using Intuition
428(1)
Fostering Intuition
429(3)
Alternative Ways of Knowing and Futuristics
432(2)
Sample Lessons for Integrating Intellectual Processes
434(9)
Questions Often Asked
443(1)
Checking for Understanding: Follow-Up Activity
444(1)
Summary
444(2)
Differentiating and Individualizing the Curriculum and Instruction for Gifted Learners
446(50)
Differentiating the Curriculum and Instruction for Gifted Learners
448(28)
Providing Differentiation to Meet the Educational Needs of Gifted Learners
453(12)
Differentiating Curriculum Content
465(11)
Individualizing Instruction
476(10)
The Power of Choice
478(2)
Developing the Individual Educational Plan for Gifted Students
480(2)
A Format for Differentiated, Integrative, and Individualized Content
482(4)
Evaluating Learning and Teaching
486(5)
Grading Gifted Learners
486(5)
Reflect and Re-form
491(1)
Questions Often Asked
492(1)
Checking for Understanding: Follow-Up Activity
493(1)
Summary
494(2)
Understanding the Diversity of Cultures and Giftedness
496(43)
Cultural Diversity and Giftedness
497(3)
Multicultural Education and Gifted Learners
500(1)
Gifted Females
501(19)
Barriers to Equity
504(13)
What Can Be Done?
517(3)
Racially and Ethnically Diverse Gifted Populations
520(9)
Differences in Attitudes and Skills Among and Between Racial and Ethnic Cultures
521(6)
Choosing Teachers for Racially and Ethnically Diverse Gifted Learners
527(1)
Optimizing Learning for Racially and Ethnically Diverse Gifted Learners
528(1)
Economically Disadvantaged or Low-Socioeconomic-Status (SES) Gifted Students: The Culture of Poverty
529(6)
Characteristics of Low-SES Gifted Learners
530(2)
Intervention
532(3)
Questions Often Asked
535(1)
Checking for Understanding: Follow-Up Activity
536(1)
Summary
536(3)
Supporting Gifted Learners With Special Needs
539(26)
Underachieving Gifted Students
541(11)
Characteristics of Underachievers
542(1)
Causes for Underachievement
542(5)
Prevention and Remediation of Underachievement
547(5)
Gifted Learners With Disabilities
552(8)
Overcoming Teacher Attitudes
553(1)
Characteristics of Gifted Children With Disabilities
554(2)
Identification of Gifted Children With Disabilities
556(1)
Programming for Gifted Children With Disabilities
557(3)
Questions Often Asked
560(1)
Checking for Understanding: Follow-Up Activity
561(1)
Summary
561(4)
Epilogue Education of Gifted Learners: A Predictor of Future Possibilities of Society565(2)
References567(30)
Name Index597(8)
Subject Index605

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