Education of the Gifted and Talented

Dr. Rimm was a longtime contributor to NBC’s Today Show, hosted Family Talk on public radio nationally, and served on the Board of Directors of the National Association for Gifted Children. She has received the prestigious Anne F. Isaacs, Robert Rossmiller and Palmarium awards for her lifetime contributions to gifted children.Del Siegle is a professor in gifted and talented education and Director of the National Center for Research on Gifted Education (NCRGE) at the University of Connecticut. NCRGE is the only federally funded national research center on gifted education. He is a past president of the National Association for Gifted Children (NAGC), past president of the Montana Association of Gifted and Talented Education (Montana AGATE), past chair of the Research on Giftedness, Creativity, and Talent SIG of the American Educational Research Association (AERA), and former Head of the Department of Educational Psychology at the University of Connecticut. Along with D. Betsy McCoach, he was co-editor of Gifted Child Quarterly (GCQ) and the Journal of Advanced Academics (JOAA). He writes a technology column for Gifted Child Today. In addition to being a co-author of Education of the Gifted and Talented, he is also author of The Underachieving Gifted Child: Recognizing, Understanding, and Reversing Underachievement. Prior to becoming a professor, Dr. Siegle worked with gifted and talented students in Montana.

• Chapter 1 Gifted Education: Matching Instruction with Needs 1Chapter 2 Characteristics of Gifted Students 23Chapter 3 Identifying Gifted and Talented Students 40Chapter 4 Program Planning 72Chapter 5 Acceleration 95Chapter 6 Grouping, Differentiation, and Enrichment 116Chapter 7 Curriculum Models 142Chapter 8 Creativity I: The Creative Person, Creative Process, and CreativeDramatics 163Chapter 9 Creativity II: Teaching for Creative Growth 177Chapter 10 Teaching Thinking Skills 197Chapter 11 Leadership, Affective Learning, and Character Education 221Chapter 12 Underachievement: Identification and Reversal 235Chapter 13 Cultural Diversity and Economic Disadvantage: The Invisible Gifted 264Chapter 14 Gifted Girls, Gifted Boys 289Chapter 15 Gifted Children with Disabilities 308Chapter 16 Parenting the Gifted Child 328Chapter 17 Understanding and Counseling Gifted Students 349Chapter 18 Program Evaluation 374Preface vChapter 1 Gifted Education: Matching Instruction with Needs 1History of Giftedness and Gifted Education 3Contemporary History of Gifted Education 4National Center for Research on Gifted Education 9Definitions of Giftedness 11Explanations and Interpretations of Giftedness and Intelligence 13Summary 21Chapter 2 Characteristics of Gifted Students 23The Terman Studies 23Traits of Intellectually Gifted Children 26Affective Characteristics 27Characteristics of the Creatively Gifted 30Characteristics of Historically Eminent Persons 31Characteristics of Teachers of the Gifted 36Summary 38Chapter 3 Identifying Gifted and Talented Students 40Thoughts and Issues in Identification 41National Report on Identification 44Identification Methods 44Assessment of Gardner’s Eight Intelligences 55Triarchic Abilities Test 55A Multidimensional Culture-Fair Assessment Strategy 56Talent Pool Identification Plan: Renzulli 56Identifying Gifted Preschoolers 57Identifying Gifted Secondary Students 57Recommendations from the National Report on Identification and NRC/GT 59Considering the Goals of Identification 62Summary 62 • Appendix 3.1: NAGC Position Statement 64 • Appendix 3.2: SpanishEdition of Rimm’s (1976) GIFT Creativity Inventory 65 • Appendix 3.3: TeacherNomination Form 66 • Appendix 3.4: Teacher Nomination Form 67 • Appendix 3.5:Sample Parent Nomination Form 68 • Appendix 3.6: Student Product AssessmentForm 69 • Appendix 3.7: Rubrics for Verbal and Problem-Solving Tasks 70• Appendix 3.8: Scales for Rating Behavioral Characteristics of Superior Students 71Chapter 4 Program Planning 72Main Components of Program Planning 73Program Planning: Sixteen Areas 74The View from the School Board 86Perspectives of Other Teachers 89Curriculum Considerations 89Legal Issues in Gifted Education 90Summary 91 • Appendix 4.1: Ideas for Statements of Philosophy, Rationale, andObjectives 92 • Appendix 4.2: National Standards for Preparation of Teachers of theGifted 93Chapter 5 Acceleration 95Acceleration versus Enrichment 97A Nation Deceived and a Nation Empowered—Definitive Research on Acceleration 98Types of Acceleration 100Grade Skipping 104Subject Skipping and Acceleration 106Early Admission to Middle or Senior High School 107Credit by Examination 107College Courses in High School 107Advanced Placement 108Distance Learning 108Telescoped Programs 108Early Admission to College 109Residential High Schools 109International Baccalaureate Programs 110Talent Search Programs 111Summary 113 • Appendix 5.1: College Board Offices 114 • Appendix 5.2: TalentSearch and Elementary Talent Search Programs 114Chapter 6 Grouping, Differentiation, and Enrichment 116Grouping Options: Bringing Gifted Students Together 117Differentiation 123Enrichment 127Independent Study, Research, and Art Projects 128Learning Centers 130Field Trips 130Saturday Programs 130Summer Programs 131Mentors and Mentorships 132Junior Great Books 133Competitions 134Technology and the Gifted 136Comments on Grouping, Differentiation, and Enrichment 138Summary 138 • Appendix 6.1: Places That Publish Student Work 140Chapter 7 Curriculum Models 142Schoolwide Enrichment Model: Renzulli and Reis 143Autonomous Learner Model: Betts 148Advanced Academic Program Development Model: Peters, Matthews, McBee, andMcCoach 149Purdue Three-Stage Enrichment Model: Feldhusen et al. 150Parallel Curriculum Model: Tomlinson, Kaplan, Renzulli, Purcell, Leppien, and Burns 152Multiple Menu Model: Renzulli 154Integrated Curriculum Model: VanTassel-Baska 156Mentoring Mathematical Minds Model: Gavin et al. 157The Grid: Constructing Differentiated Curriculum for the Gifted: Kaplan 158CLEAR Model: Callahan et al. 159Comment 161Summary 161Chapter 8 Creativity I: The Creative Person, Creative Process, and Creative Dramatics 163Theories of Creativity 163Levels of Creativity 165Creative Persons 166Creative Abilities 168The Creative Process 169The Creative Process as a Change in Perception 172Creative Dramatics 172Summary 175Chapter 9 Creativity II: Teaching for Creative Growth 177Can Creativity Be Taught? 177Goals of Creativity Training 178Creativity Consciousness, Creative Attitudes, and Creative Personality Traits 178Understanding the Topic of Creativity 180Strengthening Creative Abilities 182Personal Creative Thinking Techniques 184Standard Creative Thinking Techniques 186Involving Students in Creative Activities 193Creative Teaching and Learning 194Summary 195Chapter 10 Teaching Thinking Skills 197Issues 198Indirect Teaching, Direct Teaching, and Metacognition 199Types of Thinking Skills 201Critical Thinking 203Models, Programs, and Exercises for Teaching Thinking Skills 204Philosophy for Children: Lipman 211Talents Unlimited 212Instrumental Enrichment: Feuerstein 212Critical Thinking Books and Technology 214Involving Parents as Partners in Teaching Thinking Skills 217Obstacles to Effective Thinking 218Selecting Thinking-Skills Exercises and Materials 218Summary 219Chapter 11 Leadership, Affective Learning, and Character Education 221Leadership 222Leadership Definitions: Traits, Characteristics, and Skills 222Leadership Training 223Affective Learning 226Self-Concept 226Moral Development: The Kohlberg Model 228Materials and Strategies for Encouraging Affective Growth 231The Humanistic Teacher 232Summary 233Chapter 12 Underachievement: Identification and Reversal 235Definition and Identification of Underachievement 236Characteristics of Underachieving Gifted Children 240Etiologies of Underachievement 247Family Etiology 247School Etiology 252Reversal of Underachievement 256Summary 262Chapter 13 Cultural Diversity and Economic Disadvantage: The Invisible Gifted 264Legislation 265Special Needs 265Factors Related to Success for Disadvantaged Youth 267Identification 269Programming for Gifted Students Who are Culturally Different 276Gifted Programming in Rural Areas 284Summary 287Chapter 14 Gifted Girls, Gifted Boys 289Gifted Girls 289Historical Background 290Present Status of Women 291Gifted Boys 295Sex Differences or Gender Differences 295Mathematics Abilities 298Differences in Expectations, Achievement Orientation, and Aspirations 301Reversing Gender-Based Underachievement 305Summary 306Chapter 15 Gifted Children with Disabilities 308Needs of Gifted Students with Disabilities 308Identification 312Critical Ingredients of Programs for Gifted Children with Disabilities 319Reducing Communication Limitations 320Self-Concept Development 321High-Level Abstract Thinking Skills 324Parenting Children with Disabilities 325Summary 326Chapter 16 Parenting the Gifted Child 328Parenting by Positive Expectations 328Some Special Parenting Concerns 329Preschool Children 338Nontraditional Parenting 341Parent Support Groups and Advocacy 344Teaching Teens Self-Advocacy 346Parents as Teachers—Home Schooling Gifted Children 346Summary 347 • Appendix 16.1: National Gifted and Talented EducationalOrganizations 348Chapter 17 Understanding and Counseling Gifted Students 349Historical Background 351Personal and Social Issues 351Perfectionism 355Emotional Sensitivity and Overexcitability 357Gifted and Gay 359Gifted and Overweight 360Depression and Suicide 362Career Guidance and Counseling 363Strategies for Counseling Gifted Students 365Stress Management 367Developing a Counseling Program for Gifted Students 369Comment 371Summary 371 • Appendix 17.1: Recommended Reading for Counselors, Administrators,And Teachers 373Chapter 18 Program Evaluation 374Why Must Programs Be Evaluated? 374Evaluation Design: Begin at the Beginning 375Evaluation Models 375Complexity of Evaluation and Audience: A Hierarchy 379Instrument Selection 381Test Construction 382Daily Logs 385Indicators 385Student Self-Evaluations 385Performance Contracting 385Commitment to Evaluation 386Summary 386 • Appendix 18.1: Example of a Structured ObservationForm 387 • Appendix 18.2: Example of a Classroom ObservationForm 388 • Appendix 18.3: Administrator Survey 391References 393Name Index 00Subject Index 00