Davis, Gary A.,, Rimm, Sylvia B.,Siegle, Del. (©2011) Education of the gifted and talented /Upper Saddle River, N.J. : Pearson,MLA Citation
Davis, Gary A.,, Rimm, Sylvia B.,Siegle, Del.Education Of The Gifted And Talented. Upper Saddle River, N.J. : Pearson, ©2011. Print.
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Education of the gifted and talented /
Gary A. Davis, Sylvia B. Rimm, Del Siegle.
|Main Author:||Davis, Gary A.|
|Other Names:||Rimm, Sylvia B., | Siegle, Del.|
|Published:||Upper Saddle River, N.J. : Pearson, ©2011.|
|Topics:||Gifted children - Education - United States.|
Chapter 4. Program planning -- Main components of program planning -- Program planning: sixteen areas -- The view from the school board -- Perspectives of other teachers -- Curriculum considerations -- Legal issues in gifted education -- Summary -- Appendix 4.1: Ideas for statements of philosophy, rationale, and objectives -- Appendix 4.2: National standards for preparation of teachers of the gifted -- Chapter 5 Acceleration -- Acceleration versus enrichment -- A Nation deceived : definitive research on acceleration -- Types of acceleration -- Grade-skipping -- Subject-skipping and acceleration -- Early admission to Middle or Senior High School -- Credit courses in High School -- Advanced placement -- Distance learning -- Telescoped programs -- Early admission to college -- Residential High schools -- International Baccalaureate programs -- Talent search programs -- Summary -- Appendix 5.1: College board offices -- Chapter 6. Grouping, differentiation, and enrichment -- Grouping options: bringing gifted students together -- Differentiation -- Enrichment -- Independent study, research, and art projects -- Learning centers -- Field trips -- Saturday programs -- Summer programs -- Mentors and mentorships -- Future problem solving -- National history day.
Odyssey of the mind and destination imagination -- MathCounts -- Junior great books -- Academic competitions -- Technology and the gifted -- Comments on grouping, differentiation, and enrichment -- Summary -- Appendix 6.1: places that publish student work -- Chapter 7. Curriculum models -- School-wide enrichment model: Renzulli and Reis -- Autonomous learner model: Betts -- Levels of service approach: Treffinger and Selby -- Purdue three-stage enrichment model: Feldhusen et al. -- Parallel curriculum model: Tomlinson, Kaplan, Renzulli, Purcell, Leppien, and Burns -- Multiple menu model: Renzulli -- Integrated curriculum model: VanTassel-Baska -- Mentoring mathematical minds model: Gavin, Sheffield, Chapin, and Daily -- The grid: constructing differentiated curriculum for the gifted: Kaplan -- Talents unlimited model: Schlichter -- Comment -- Summary -- Appendix 7.1: Topics for enrichment activities -- Chapter 8. Creativity I : the creative person, creative process, and creative dramatics -- Theories of creativity -- Levels of creativity -- Characteristics of creative persons -- Creative abilities -- The creative process -- The creative process as a change in perception -- Creative dramatics -- Summary -- Chapter 9. Creativity II : teaching for creative growth -- Can creativity be taught? -- Goals of creativity training -- Creativity consciousness, creative attitudes, and creative 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 -- Summary -- Chapter 10. Teaching thinking skills -- Issues -- Indirect teaching, direct teaching, and metacognition -- Types of thinking skills -- Critical thinking -- Models, programs, and exercises for teaching thinking skills -- Philosophy for children: Lipman -- Project IMPACT -- Instrumental enrichment: Feuerstein -- Critical thinking books and software -- Involving parents as partners in teaching thinking skills -- Obstacles to effective thinking -- Selecting thinking-skills exercises and materials -- Summary -- Chapter 11. Leadership, affective learning, and character education -- Leadership -- Leadership definitions: traits, characteristics, and skills -- Leadership training -- Affective learning -- Self-concept -- Moral development: the Kohlberg model -- Materials and strategies for encouraging affective growth -- The humanistic teacher -- Summary -- Chapter 12. Underachievement : identification and reversal -- Definition and identification of underachievement -- Characteristics of underachieving gifted children -- Etiologies of underachievement -- Family etiology -- School etiology -- Reversal of underachievement -- Summary -- Chapter 13. Cultural diversity and economic disadvantage : the invisible gifted -- Legislation -- Special needs -- Factors related to success for disadvantaged youth.
Identification -- Programming for gifted students who are culturally different -- Gifted programming in rural areas -- Summary -- Chapter 14. The cultural underachievement of females -- Historical background -- Present status of women -- Life satisfaction of women -- The home-career conflict -- Sex differences or gender differences -- Mathematics abilities -- Differences in expectations, achievement orientation, and aspirations -- Reversing the underachievement of gifted females -- Summary -- Appendix 14.1: Suggested biographies and autobiographies -- Chapter 15. Gifted children with disabilities -- Needs of gifted students with disabilities -- Identification -- Critical ingredients of programs for gifted children with disabilities -- Reducing communication limitations -- Self-concept development -- High-level abstract thinking skills -- Parenting children with disabilities -- Summary -- Chapter 16. Parenting the gifted child -- Parenting by positive expectations -- Some special parenting concerns- Preschool children -- Nontraditional parenting -- Parent support groups and advocacy -- Teaching teens self-advocacy -- Parents as teachers : homeschooling your gifted child -- Summary -- Appendix 16.1: National gifted and talented educational organizations -- Chapter 17. Understanding and counseling gifted students -- Historical background -- Personal and social issues -- Perfectionism.
Emotional sensitivity and overexcitability -- Gifted and gay -- Gifted and overweight -- Depression and suicide -- Career guidance and counseling -- Strategies for counseling gifted students -- Stress management -- Developing a counseling program for gifted students -- Comment -- Summary -- Recommended reading for counselors, administrators, and teachers; starred (*) books are for students -- Chapter 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 -- Recent educational trends -- Commitment of evaluation -- Summary -- Appendix 18.1: Identifying relevant stakeholders -- Appendix: 18.2: Sample page from a parent questionnaire -- Appendix 18.3: Evaluation scale for 3-D cardboard art -- Appendix 18.4: Example of a structured observation form -- Appendix 18.5: Administrator questionnaire.