Gifted and Talented Education

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Gifted and Talented Education

1.

Gifted Young Children: A Guide for Teachers and Parents
by Louise Porter. 271 pgs.

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A guide to identifying gifted children aged 0-8 years and helping them reach their potential.

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Title Page

About the Author

Contents

Figures, Tables and Boxes

Part I: Understanding Giftedness

One: Signs of Gifted Development in Young Children

Two: Transforming Giftedness into Talent

Suggested Further Reading

Part II: Emotional Needs of Gifted Children

Three: Emotional Issues for Gifted Children

Four: Self-Esteem

Five: Social Needs

Six: Autonomy

Part III: Educational Provisions

Seven: A Rationale for Gifted Education

Suggested Further Reading

Eight: Assessing Developmental Advances in Young Children

Nine: Meeting Gifted Young Children's Learning Needs

Suggested Further Reading

Ten: Disadvantaged Gifted Children

Eleven: Gifted Children with Learning Disabilities

Twelve: Formulating a Policy About Gifted Learners

Suggested Further Reading

Thirteen: Parenting Gifted Children

Bibliography

Index
2.

Teaching and Counseling Gifted and Talented Adolescents: An International Learning Style Perspective
by Roberta M. Milgram, Rita M. Dunn, Gary E. Price. 285 pgs.

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The goal of this book is to provide teachers with the theoretical and practical information needed to meet the daily challenge of individualizing instruction for gifted and talented students with different learning styles in regular classrooms. These students spend most of their time in regular courses. Teachers and counselors often are urged to provide for the unique needs of each of these learners without being shown how such adolescents differ from each offer in their learning style traits. This is the first book devoted entirely to the topic, and it is based on a two-year study in many different nations.

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Contents

Preface

Part I: Learning Style and the Realization of Giftedness

Chapter 1: Learning Styles of Gifted Students in Diverse Cultures

Chapter 2: Identifying Learning Styles and Creativity in Gifted Learners: Subjects, Instrumentation, Administration, Reliability, Validity

Chapter 3: Teaching Gifted Adolescents through Their Learning Style Strengths

Chapter 4: Counseling Gifted Adolescents through Learning Style

Chapter 5: Giftedness, Creativity, and Learning Style: Exploring the Connections

Chapter 6: Reaching Creatively Gifted Students through Their Learning Styles

Part II: The Impact of Culture on Learning Style and Giftedness

Chapter 7: The Learning Styles of Gifted Adolescents in the United States

Chapter 8: The Learning Styles of Gifted Adolescents in Israel

Chapter 9: The Learning Styles of Gifted Adolescents in the Philippines

Chapter 10: The Learning Styles and Creative Performance Accomplishments of Adolescents in Guatemala

Chapter 11: The Learning Styles of Gifted Adolescents in Korea

Chapter 12: The Learning Styles of Artistically Talented Adolescents in Canada

Chapter 13: The Learning Styles of Creative Adolescents in Brazil

Chapter 14: The Learning Styles of Adolescents in Egypt

Chapter 15: The Learning Styles of Adolescents in Greece

Chapter 16: The Learning Styles of Gifted Adolescents around the World: Differences and Similarities

References

Name Index

Subject Index

About the Editors and Contributors
3.

Developing Creative Leadership
by Jeanette Plauché Parker, Lucy Gremillion Begnaud. 162 pgs.

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Contents

Acknowledgments

Preface

Organization of the Book

Part I: Perspectives on Leadership

Chapter One: What Is Leadership?

Chapter Two: Developing Gifted Leadership for the New Millennium

Chapter Three: Using the Leadership Training Model as a Foundation for Curriculum Planning

Chapter Four: Leadership Identification Scales

Part II: Academic Units

Chapter Five: Dreams of Greatness (Interdisciplinary; Adaptable to All Grades)

Chapter Six: Nursery "Mines," "Me"Sop Fables, and "For Real" Tales (Language Arts; Adaptable to All Grades)

Chapter Seven: The Art of Science (Science; Grades 6-9)

Chapter Eight: Talking Dogs, Singing Frogs, and Chocolate Cows

Chapter Nine: From Babe Ruth to Breadlines

Chapter Ten: Shakin' Up Shakespeare

Appendix One: The NASA Moon Survival Task

Appendix Two: The Leadership Training Model Unit Outline

Index

About the Authors
4.

Gifted Children: Myths and Realities (Includes discussion of gifted and talented education in multiple chapters)
by Ellen Winner. 452 pgs.

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Ellen Winner uncovers some of the misconceptions about children with special abilities, the emotions they provoke - like envy, fear and rejection - and shows us what these children are really like.

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Title Page

Contents

Preface

One: Nine Myths About Giftedness

Two: Globally Gifted: The Children Behind the Myth

Three: Unevenly Gifted, Even Learning Disabled

Four: Artistic and Musical Children

Five: The IQ Myth

Six: Liæ the Biology of Giftedness

Seven: Giftedness and the Family

Eight: So Different from Others: The Emotional Life of the Gifted Child

Nine: Schools: How They Fail, How They Could Help

Ten: What Happens to Gifted Children When They Grow Up?

Eleven: Sorting Myth from Reality

Notes

References

Index
5.

Knowledge and Power in the Global Economy: Politics and the Rhetoric of School Reform (Chap. 14 "Gifted Education")
by David A. Gabbard. 430 pgs.

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Title Page

Contents

Preface

Reference

Introduction

References

Part I: Terms of Debate

1: Global Economy

References

2: Crisis

Refererces

3: Choice

References

4: Reform

References

5: Leadership

References

6: Accountability

References

7: Discipline

References

8: Classroom Management

References

9: Learning

References

10: Literacy

References

11: Ideology

References

12: Empowerment

References

13: Inclusive Education

References

14: Gifted Education

References

15: Desegregation

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16: Race

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17: Class

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18: Gender

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Part II: Terms of Power/Knowledge

19: Curriculum

References

20: Arts Education

References

21: Language Arts Education

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22: Bilingual Education

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23: Cultural Literacy

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24: Multicultural Education

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25: Cultural Studies

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26: Social Studies Education

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27: Moral Education

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28: Service Learning

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29: Environmental Education

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30: Global Education

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31: Science Education

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32: Math Education

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33: Educational Computing

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34: Educational Technology

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35: Technological Literacy

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36: Media Literacy

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37: Vocational Education

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38: Adult and Continuing Education

References

Part III: Terms of Resistance

39: Critical Pedagogy

References

40: Postcolonialism

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41: Critical Race Theory

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42: Critical Feminist Pedagogy

43: Biocentric Education

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44: Situated Cognition

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45: Individualization

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46: Dialogue

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47: Public Franchise

References

Author Index

Subject Index
6.

Beyond Tracking: Finding Success in Inclusive Schools (Chap. 11 "Providing Equity for All: Meeting the Needs of High-Ability Students" and Chap. 12 "Promoting Gifted Behavior in an Untracked Middle School Setting")
by Jane A. Page, Harbison Pool. 287 pgs.

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Beyond Tracking: Finding Success in Inclusive Schools

Table of Contents

Introduction

References

Section I Should Tracking Be Abolished?

1: Why Ability Grouping Must End: Achieving Excellence and Equity in American Education

References

2: Understanding Ourselves: The Ancestry of Tracking

References

3: Conditions That Enhance the Reintegration of Schools

References

4: Is It Possible to Live with Tracking and Ability Grouping?

References

Section II Striving for Inclusiveness in Schools and Classrooms

5: More Than Meets the Eye: Links Between Tracking and the Culture of Schools

References

6: Tracking and Its Effects on African-Americans in the Field of Education

References

7: Holistic Education Leadership and the Tracking Controversy

References

8: Beyond Tracking, What? Discursive Problems and Possibilities

References

9: The Dilemma of Tracking and Grouping in Early Childhood and Middle Grades: Are We Speaking the Same Language?

References

10: Ideas and Programs to Assist in the Untracking of American Schools

References

Section III Strategies That Help Meet All Students' Needs

11: Providing Equity for All: Meeting the Needs of High-Ability Students

References

12: Promoting Gifted Behavior in an Untracked Middle School Setting

References

13: Untracking Your Middle School: Nine Tentative Steps Toward Long-Term Success

References

14: In the Meantime: Using a Dialectical Approach to Raise Levels of Intellectual Stimulation and Inquiry in Low-Track Classes

References

15: Synthesis of Research on Cooperative Learning

References

16: Incorporating Cooperation: Its Effects on Instruction

References

17: Improving All Students' Achievement: Teaching Cognitive and Metacognitive Thinking Strategies

References

18: Integrating Diverse Learning Styles

References

Section IV Untracking in the Real World

19: Reintegrating Schools for Success: Untracking Across the United States

References

20: Creating a Nontraditional School in a Traditional Community

References

21: Ungrouping Our Way: A Teacher's Story

22: Educating All Our Students: Success in Serving At-Risk Youth

References

23: Technology Education: A New Application of the Principles of Untracking at the Secondary Level

References

24: Tracking and Research-Based Decisions: A Georgia School System's Dilemma

References

25: A Call to Action: The Time Has Come to Move Beyond Tracking

References

About the Authors
7.

Beyond Silenced Voices: Class, Race, and Gender in United States Schools (Chap. Two "Gifted Education and the Protection of Privilege: Breaking the Silence, Opening the Discourse")
by Michelle Fine, Lois Weis. 437 pgs.

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Beyond Silenced Voices: Class, Race, and Gender in United States Schools

Contents

Acknowledgments

Introduction

Part One: Structuring Silence: Policies and Practice

Chapter One: Breaking through the Barriers: African American Job Candidates and the Academic Hiring Process

Chapter Two: Gifted Education and the Protection of Privilege: Breaking the Silence, Opening the Discourse

Chapter Three: Testing and Minorities

Chapter Four: Sexuality, Schooling, and Adolescent Females: the Missing Discourse of Desire

Chapter Five: Empowering Minority Students: a Framework for Intervention

Chapter Six: The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children

Part Two: From the Margins to the Center: beyond Silenced Voices

Chapter Seven: Joining the Resistance: Psychology, Politics, Girls, and Women

Chapter Eight: Voices of Resistance: Young Women Readers of Romance Fiction

Chapter Nine: Disruptions: Improper Masculinities and Schooling

Chapter Ten: Choices, Not Closets: Heterosexism and Homophobia in Schools

Chapter Eleven: White Male Working-Class Youth: an Exploration of Relative Privilege and Loss

Chapter Twelve: Dropouts and the Silencing of Critical Voices

Chapter Thirteen: Resisting Racism: Personal Testimonies of African-American Teachers

Chapter Fourteen: Constructing Race at an Urban High School: in Their Minds, Their Mouths, Their Hearts

Chapter Fifteen: The College Experience of Native Americans: a Critical Analysis

Chapter Sixteen: Beyond the Poverty of Theory in Race Relations: Nonsynchrony and Social Difference in Education

Notes

Contributors

Index
8.

Accelerating the Learning of All Students: Cultivating Culture Change in Schools, Classrooms, and Individuals (Chap. 2 "Accelerate = Serving Gifted and Talented Students")
by Christine Finnan, Julie D. Swanson. 190 pgs.

Book

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Title Page

Contents

Tables and Figures

Foreword

Foreword: Equity Plus Excellence: A Very Possible Mission

Introduction

Note

1: The Multiple Meanings of Acceleration

2: Accelerate = Serving Gifted and Talented Students

3: Accelerate = Targeting Low-Achieving Students

4: Accelerate = Challenging All Students

5: Cultivating Culture Change to Acclerate the Learning of All Students

Note

6: Cultivating Acceleration Within School Cultures

7: Cultivating Acceleration Within Classroom Cultures

Notes

8: Individuals as Cultivators: Actinu on Chanued Assumptions Within and Beyond the School

Note

References

Index
9.

Gifted Children, Their Psychology and Education
by Maurice F. Freehill. 412 pgs.

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Table of Contents

Stewardship of the Gifted

Cultural and Attitudinal Problems in Education of the Gifted

Identification by Observation

Identification by Test

Genius, Talented or Gifted

The Nature of Giftedness and Its Processes

The Growth and Development. of Intelligence

Considerations of Learning and Teaching

Administrative Arrangements for Bright Children

Planning a Trial Program

Curriculum and Educational Methods for Gifted Children

Mathematics and Language Arts

Social Studies and Science

Parents and Teachers

Vocational Planning

Emotional and Character Development

Index of Subjects

Index of Names
10.

Guiding Creative Talent
by E. Paul Torrance. 278 pgs.

Book

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