Teaching of gifted or talented students Books

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

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Book Synopsis Based on the renowned Renzulli Method, which has been adopted in schools all over the country, Light Up Your Child''s Mind presents a practical program to help children fire up a love of learning to last a lifetime. World-renowned experts Drs. Renzulli and Reis illustrate the crucial role parents can play in their children''s development and address how they can work with teachers to enhance their children''s education. They uncover the hidden potential of daydreamers, rebels, and one-track minds, arguing that gifted behavior -- basic smarts, high levels of task commitment, and creativity -- can be fostered in bright children, even unmotivated ones. Step by step, Light Up Your Child''s Mind will show parents how to set their kids on the path to a rewarding future.

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Book SynopsisBestselling author of The Killing Season and veteran Los Angeles Times reporter Miles Corwin spent a school year with twelve high school seniors -- South-Central kids who qualified for a gifted program because of their exceptional IQs and test scores. Sitting alongside them in classrooms where bullets were known to rip through windows, Corwin chronicled their amazing odyssey as they faced the greatest challenges of their academic lives. And Still We Rise is an unforgettable story of transcending obstacles that would dash the hopes of any but the most exceptional spirits.

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Book SynopsisHelping bring mathematics and engineering to life, these challenging lessons give teachers an exciting tool for engaging advanced learners through creativity and hands-on products. Units are driven by standards and invite students to become baseball field architects, create flying jellyfish, make a gnome hat parachute, scale skyscrapers, and more! Each project includes step-by-step lesson plans with reproducible templates, time estimates, and a materials list. While centered on STEAM (science, technology, engineering, arts, and mathematics) competencies, true to real-world experiences, these hands-on projects span the curriculumincluding writing and public speakingand while they suit entire classrooms and smaller groups, they can also be easily adapted to individual projects for independent study and home school.Table of Contents1. The Jellyfish Flyer 2. Pikes Peak Math 3. Baseball Field Landscape Architects 4. Cones and Gnome Hat Parachutes 5. Nametag Math Project 6. Scaling Skyscrapers

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Book SynopsisEngaging Social-Emotional Skits for Gifted Students gives you all the tools you need to help gifted children expand social skills and develop a better understanding of self, peer relations, task commitment, and leadership through insightful, engaging roleplay!Presented in an easy-to-read, conversational style using real-world examples, these open-ended roleplay scenarios teach students how to recognize, monitor, and adjust their behavior. Covering topics from anxiety to patience to teasing and cooperation, each skit includes a problem that invites students to develop their own solutions and takeaways from the situation.Ideal for learners in grades 26, these skits allow gifted students to engage with social-emotional learning, making tackling difficult social and emotional issues nonthreatening and fun.Table of Contents1. Teacher Directions 2. Knowing Yourself Skits 3. Task Commitment Skits 4. Peer Relations Skits

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Book SynopsisNow in its Second Edition, Introduction to Gifted Education presents a well-researched yet accessible introduction to gifted education, focusing on equity and supporting diverse learners. Inclusive in nature, this essential text is filled with varied perspectives and approaches to the critical topics and issues affecting gifted education.Chapters cover topics such as gifted education standards, social-emotional needs, cognitive development, diverse learners, identification, programming options, creativity, professional development, and curriculum. The book provides a comprehensive look at each topic, including an overview of big ideas, its history, and a thorough discussion to help those new to the field gain a better understanding of gifted students and strategies to address their needs.Filled with rich resources to engage readers in their own learning, Introduction to Gifted Education, Second Edition is the definitive textbook for courses introducing teTable of ContentsIntroduction, Section I: Getting Started, 1. Conceptual Frameworks in Gifted Education as the Foundation for Services: The Necessity for Design Alignment [Ann Robinson], 2. History of Gifted Education [Jennifer L. Jolly and Jennifer H. Robins], 3. Standards in Gifted Education [Susan K. Johnsen], Section II: The Gifted Learner, 4. Characteristics of Gifted Learners [Lynette Breedlove], 5. Social and Emotional Development [Anne N. Rinn and Leah K. Murph], 6. Development of Children With Superior Cognitive Abilities [Erin M. Miller, Jennie M. Carr, and Jenny M. Martin], Section III: The Basics for Advanced Learning, 7. Best Practices in Gifted Identification [Jessica K. Ottwein, Lindsay Ellis Lee, Scott J. Peters, and Dante D. Dixson], 8. Transforming Potential Into Exceptional Achievement: Curriculum Design in Gifted Education [Todd Kettler and Maryann R. Hebda], 9. Assessment for Gifted Students [Todd Stanley], 10. Designing the Learning Environment for Gifted Students [Thomas P. Hébert], 11. The Learning Environment at Home: Parents and Families [Michael S. Matthews and Jennifer L. Jolly], Section IV: Programming for Advanced Learning and Talent Development, 12. Enrichment: In and Out of School [Kristen R. Stephens], 13. Acceleration: Practical Applications and Policy Implications [Susan Assouline and Ann Lupkowski-Shoplik], 14. Effective Differentiation for Continuous Progress [Tracy Ford Inman and Julia Link Roberts], 15. Talent Development as a Framework for the Delivery of Services to Gifted Children [Paula Olszewski-Kubilius, Rena F. Subotnik, Frank C. Worrell, and Dana Thomson], 16. Creativity [Kristen N. Lamb and Dianna Dekelaita-Mullet], Section V: Diversity of Learners, 17. Understanding Underachievement [Del Siegle], 18. Margins No More: Centering the Needs of Minoritized Students in Gifted Education [Brittany N. Anderson and Tia C. Dolet], 19. Students With Gifts, Creativity, and Talents From Low-Income Families [Kristen Seward and Marcia Gentry], 20. The Interplay Between Geography and Giftedness [Tamra Stambaugh], 21. Resisting the Void: Transforming the Invisible to Visible for Gifted LGBTQ+ Students [Alena R. Treat and Orla Dunne], 22. Multilingual Learners With High Academic Potential [Nielsen Pereira and Luciana C. de Oliveira], 23. Meeting the Needs of Students Who Are Twice-Exceptional [Daphne Pereles, Mary Ruth Coleman, Lois Baldwin, and Stuart Omdal], Section VI: Improving Services for Gifted Learners: Moving Forward, 24. Professional Learning: A New Look [Christine L. Weber and Angela M. Novak], 25. Policy in Gifted Education [Jonathan A. Plucker], 26. Advocacy [Julia Link Roberts]

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Book SynopsisParents of Smart Kids know they can have complex social, emotional, and intellectual needs. This resource condenses the wisdom and experience of teachers and school leaders who have experienced thousands of students with the same needs into 25 key tips for parents seeking to help their Smart Kids thrive.Featuring 25 illustrated strategies for navigating situations unique to Smart Kids, with confident, informed support given every step of the way, this book covers topics such as: What to do when a Smart Kid thinks they are smarter than everyone else. How to motivate a Smart Kid who is bored of school. How are the Smart Kid perfectionist and procrastinator related? It's not all bad. How to navigate alternatives to regular school classes and other acceleration opportunities. Where to find valuable mentors in your community. When and how to act when the Smart Kid is too cool for school. What are the benefits and costs of Table of ContentsForeword 1. Parenting Smart Kids: Do Not Act Alone! 2. Behaviors in the Home 3. The Wisdom of School People 4. Villages are Loud and Supportive 5. The Wrap Up: The Complex Journey of Parenting Smart Kids About the Author

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Book SynopsisRecipient of the 2022 NAGC Curriculum AwardInspire the next generation of zoologists with this 30-lesson interdisciplinary science unit geared toward second and third grade high-ability students.Using problem-based learning scenarios, this book helps students develop the vocabulary, skills, and practices of zoologists as they conduct research and solve real world problems. Students will gain an in-depth understanding of how the animal kingdom is structured, create an innovative zoo exhibit containing an entire ecosystem for a vertebrate animal of their choosing, design invertebrate animal trading cards, and much, much more. Featuring detailed teacher instructions and reproducible handouts, this unit makes it easy for teachers to adjust the rigor of learning tasks based on students' interests and needs.Aligned with Common Core State Standards for English Language Arts and Mathematics plus the Next Generation Science Standards, gifted and non-giftTable of ContentsDetailed Description of Unit Lesson 1: Examining Zoology Lesson 2: Why So Weird? Lesson 3: How to Recognize an Animal When You See One Lesson 4: People Puzzles Lesson 5: The Big Five Lesson 6: Animals that Blur the Lines Lesson 7: New Zoo for You Lesson 8: Evaluating an Ecosystem Lesson 9: How Humans Help or Hinder Habitat Health Lesson 10: An Ecosystem Stress Test Lesson 11: Predator or Prey Predictions Lesson 12: Elbow Room Lesson 13: It’s Time for Bed Lesson 14: Speed Racer or Snail Pacer Lesson 15: Show-Off or Wallflower Lesson 16: Lifespan Lineup Lesson 17: Are You Smarter Than A ….. Lesson 18: Zooming in on Zoos Lesson 19: Creating Communities Not Cages Lesson 20: Kids at Work Lesson 21: Presentations Aplenty Lesson 22: Structuring the Spineless Lesson 23: Investigating Invertebrates Lesson 24: No Spine Battle Lines Lesson 25: The Work Continues Lesson 26: The Invincible Invertebrate Lesson 27: Animal I.D. Key Lesson 28: Critiquing Your Creature Keys Lesson 29: Let’s Review Before We’re Through Lesson 30: Show What You Know Master Materials List About the Author Common Core State Standards Alignment Next Generation Science Standards Alignment

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Book SynopsisCombining research with firsthand experience, Community College Is College demystifiesâand destigmatizesâthe community college sector.This practical and accessible resource presents community colleges as an option where students who have been identified as high achieving can receive an excellent postsecondary education, often in preparation for transfer to a four-year institution or entry into a high-demand career.Covering topics such as the mission of the community college, dual enrollment, tuition and fees, transfer and career opportunities, this book is a must-read for high school counselors, parents, and caregivers committed to providing students with a complete understanding of the higher education educational options available to them.

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Book SynopsisEmbark on a journey of discovery by connecting with the five senses in this 30-lesson interdisciplinary science unit geared toward the fourth and fifth grade. Students will use their senses as a springboard to explore advanced concepts such as the science behind cooking, optical illusions, musical instruments, and more. They will learn to distinguish between physical and chemical changes, describe the movement of sound waves, classify optical illusions, and evaluate the validity of their discoveries through unique problem-based learning tasks. Featuring detailed teacher instructions, daily reflection activities, and reproducible handouts, this unit makes it easy for teachers to adjust the rigor of learning tasks based on students' interests and needs.Aligned with Common Core State Standards for English Language Arts and Mathematics and Next Generation Science Standards, both gifted and non-gifted teachers alike will find this unit engaging, effective, and highly adaptable.Table of ContentsDetailed Description of Unit Part 1: The Chemistry of Cooking Lesson 1: Defining Discovery Lesson 2: What Matters About Matter Lesson 3: Doing the Neutron Dance Lesson 4: A Tsunami of Umami Lesson 5: Finding Fake Foods Lesson 6: You Smell Like a Wolf Lesson 7: Mixing Up Mixtures and Compounds Lesson 8: An Appetite for Acids Lesson 9: Creating A Chemical Change Lesson 10: A Nose In Need Part 2: The Physics of Sound Lesson 11: Verifying Vibrations Lesson 12: Buzzing with Excitement Lesson 13: How Low Can You Go? Lesson 14: Pinna Predictions Lesson 15: Composing for a Cup Concert Lesson 16: A Decibel Dilemma Lesson 17: The Noise Pollution Problem Part 3: The Physiology of Optical Illusions Lesson 18: Confusion in Our Cranium Lesson 19: The 3D Experience Lesson 20: Do My Eyes Deceive Me? Lesson 21: Entering the Eye Lesson 22: Seeking the Summit Part 4: The Neurobiology of Our Skin Lesson 23: It’s Tickle Time Lesson 24: Feeling Our Way Through Life Lesson 25: Sunscreen Showdown Lesson 26: Advice for a King Part 5: Putting It All Together Lesson 27: A Surprise in the Mail Lesson 28: Return to Sender Lesson 29: Feedback from a Friend Lesson 30: A Senses Send-Off Master Materials List About the Author Common Core State Standards Alignment Next Generation Science Standards Alignment

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Book SynopsisGreat Minds and How to Grow Them is a handbook for parents that shows how they can grow the minds of their children and teenagers and guide them to success both at school and in life. The latest neurological and psychological research is proving that most children are capable of reaching high levels of performance that were previously associated only with the gifted and talented.Brains are malleable and IQ is not fixed yet, without parental engagement in their learning, many children don't reach the levels of performance that are associated with academic success. Combining new knowledge with extensive research into how we learn, this book proves that by using simple, everyday techniques that are both rooted in research and accessible for parents, children can learn to learn more successfully.Table of Contents1. The education revolution - most children can succeed at school but they need clever parenting based on the best education research 2. No-one is just a number - IQ isn’t capped and you can grow your child’s intelligence. 3. Home to success - the importance of a good home learning environment and how to create one in any home. 4. Think right - help your child think their way to high performance by flexing those learning muscles. 5. Behave yourself - developing human values, attitudes and attributes associated with success at school and in life. 6. Making the most of school as a parent – including parent types and the high performance learner. 7. The three ages of learning – and succeeding in all of them, including practical advice on homework and adolescence. 8. High performance learning on the move - the secrets of outings you can learn from that everyone can enjoy. 9. Parents - the missing link in education which costs children success at school.

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Book SynopsisThis concise, accessible guide explores the different models behind the concept of giftedness, examining the criteria for evaluating and identifying gifted children, in order to provide a deeper understanding of the lives of children and young people with high cognitive potential. It offers practical advice to parents and teachers, highlighting common queries and misconceptions and presenting evidence-based suggestions for management methods.Key topics covered include the difference between being gifted and talented, how to identify a gifted child, neurological differences between gifted children and their peers, dealing with perfectionism, and the best ways to parent and teach a gifted child. Avoiding prescriptive rules, the authors emphasise the importance of knowing and understanding the individual child whilst utilising research around giftedness to promote the best possible outcomes. Illustrated with case studies of student and teacher perspectives, the book offers an inTable of ContentsPart I Understanding GiftednessChapter 1 – An In-Depth Look at GiftednessChapter 2 – The Gifted Adolescent WorldChapter 3 – Learning for Gifted Students is Not So EasyChapter 4 – Educating Gifted and Talented Students in the Everyday School PracticeChapter 5 – Being a Parent of Gifted Children and Adolescents: Personal Strategies to Support GrowthPart II Supporting Gifted Students in SchoolChapter 6 – Watching the Plants Grow: Understanding Giftedness in ScienceChapter 7 – Teachers’ Conceptions of Giftedness and Gifted Education: An International PerspectiveChapter 8 – Implementing Schoolwide Enrichment Model for Talent Development: Perspective from Students and Teachers in Italy

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Book SynopsisTeachers at various stages of professional development in curriculum design will find these materials powerful examples that will guide their growth and development and sharpen their skills.Mary L. Slade, ProfessorJames Madison University, Harrisonburg, VASupercharge your science curriculum to challenge all studentsBased on the best-selling book The Parallel Curriculum, this professional development resource gives multifaceted examples of rigorous learning opportunities for science students in Grades 612. The four sample units revolve around genetics, the convergence of science and society, the integration of language arts and biology, and the periodic table. The editors and contributors provide user-friendly methods for creating more thoughtful lessons and show how to differentiate them for the benefit of all students. Included are field-tested and standards-based strategies that guide students through: Trade Review“The parallel curriculum model provides a useful framework for creating lessons that are appropriate for all students. Applying it to science, the authors challenge students to think critically in all they do, synthesizing material within the STEM disciplines as well as reaching out to connect to the humanities. The teacher reflections offer relevant tips to maximize the effect of each aspect of the lesson. Most of all, the authors respect their students and their right to interact with challenging curriculum. I highly endorse these units for secondary students and am so excited with the challenge these units provide.” -- Felicia A. Dixon, Professor Emerita of Psychology"Dr. Leppien and her colleagues provide a user-friendly approach to motivating young people through meaningful scientific investigations. I am pleased to incorporate this text into my graduate courses in gifted education." -- Thomas P. Hébert, Professor"Teachers at various stages of professional development in curriculum design will find these materials powerful examples that will guide their growth and development and sharpen their skills." -- Mary L. Slade, Professor“President Obama stated that ′Science is more essential for our prosperity, our security, our health, our environment, and our quality of life than it has ever been′ (2009). This statement speaks to an urgent call for young people to acquire increased scientific knowledge. This book addresses that need by providing carefully designed, highly engaging, and intellectually stimulating lessons." -- Karen L. Westbert, Associate ProfessorTable of ContentsAbout the Editors About the Contributors Introduction 1. Genetics: Our Past, Present, and Future: A Middle School Unit for Grades 6-8 - Lindsey Asbury Introduction to the Unit Background to the Unit Content Framework Unit Components and Rationale Unit Sequence, Description, and Teacher Reflection Lesson 1.1: Preassessment and Unit Introduction (Dominant and Recessive Genes) Lesson 1.2: Punnet Squares and Predicting Heredity Lesson 1.3: DNA Lesson 1.4: DNA Extraction Lab Lesson 1.5: DNA Fingerprinting and Crime Lab Investigation Lesson 1.6: Genetics and European History Lesson 1.7: Genetics in Practice Unit 1 Appendixes 2. The Exxon Valdez Oil Spill: What′s at Stake? The Convergence of Science and Society, Grade 6 - Julie Martinek Introduction to the Unit Background to the Unit Content Framework Unit Assessments Unit Sequence, Description, and Teacher Reflection Lesson 2.1: Pretest: The Cause-and-Effect Relationship within a System Lesson 2.2: Introduction to the Exxon Valdez Problem Lesson 2.3: Setting Up the Stakeholders? Research Activities Lesson 2.4: Prioritizing the Sites and Constructing a Persuasive Argument/Essay Unit 2 Appendixes 3. Systems: An Integrated Approach to Science and English Instruction, Grades 9-10 - Kristina J. Doubet Introduction to the Unit Background to the Unit Content Framework Lesson/Unit Assessments Lesson Sequence and Teacher Reflection Lesson3.1: An Introduction to Systems Lesson 3.2 (English): The Pearl, Part 1 (Chapters 1-3) Lesson 3.3 (Science): Introducing Cell Structure Lesson 3.4 (English): The Pearl, Part 2 (Chapters 4-6) Lesson 3.5 (Science): Movement in Cells Unit 3 Appendixes 4. The Periodic Table: Getting to Know and Appreciate the Elements and Their Families, Grade 10 - Fie Budzinsky Background to the Unit Content Framework Overview of Key Lesson Ideas/Purposes Lesson 4.1: The Elements: Getting to Know You Lesson 4.2: The Elements: Up Close and Personal Lesson 4.3: We Are Family! Lesson 4.4: The Elements in Action Lesson 4.5: Breaking News Unit 4 Appendixes

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Book SynopsisDefines giftedness and discusses special quirks and problems that arise living with a gifted child, from a lack of neatness to the ''too-smart mouth,'' and explains how parents can find the right programs and make school as rewarding as ...

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Book SynopsisThe Scales for Rating the Behavioral Characteristics of Superior Students are commonly referred to as the Renzulli Scales or Renzulli-Hartman Scales . Now in its third edition, the Renzulli Scales are the nation's most popular tool for identifying gifted children. Supported by 40 years of research, the Renzulli Scales are used by gifted and talented programs across the country. This standardized instrument is completed by teachers and provides an effective method for identifying gifted children. The Renzulli Scales are designed to obtain teacher estimates of a student's characteristics in the following areas: Learning Characteristics Creativity Characteristics Motivation Characteristics Leadership Characteristics Artistic Characteristics Musical Characteristics Dramatics Characteristics Communication Characteristics (Precision) Communication Characteristics (Expressiveness) Planning Characteristics Mathematics Characteristics Reading Characteristics Technology Characteristics Science Characteristics Each scale contains multiple items that are rated using a Likert-type scale. The first four scales (learning, creativity, motivation, and leadership) are used by most schools that use the Scales. The remaining 10 scales are focused on specific areas. They are used by schools when those areas seem appropriate for a gifted program's goals. For example, a program serving gifted math students would use the mathematics scale, a science academy would use the science scale, etc.Research shows that gifted children tend to exhibit certain observable behaviors, such as using advanced vocabulary, grasping underlying principles, and making generalizations from complex information. The Renzulli Scales asks teachers to rate children in comparison to their peers on a host of these observable behaviors. The children who score high on the scales are more likely to be gifted. Using a tool like the Scales, a school can narrow the number of students who will be fully evaluated for a gifted program.The items were chosen from a comprehensive body of research concerning the characteristics of gifted students. Based on a multiple talent approach to the identification of gifted students, the scales help identify student strengths.To explore the full collection of Renzulli Scales print and online resources, please visit: https://www.routledge.com/go/scales-for-rating-the-behavioral-characteristics-of-superior-students. Table of ContentsScales for Rating the Behavioral Characteristics of Superior Students, Learning Characteristics, Creativity Characteristics, Motivation Characteristics, Leadership Characteristics, Artistic Characteristics, Musical Characteristics, Dramatics Characteristics, Communication Characteristics (Precision), Communication Characteristics (Expressiveness, Planning Characteristics, Mathematics Characteristics, Reading Characteristics, Technology Characteristics, Science Characteristics

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Book SynopsisThe Scales for Rating the Behavioral Characteristics of Superior Students are commonly referred to as the Renzulli Scales or Renzulli-Hartman Scales . Now in its third edition, the Renzulli Scales are the nation's most popular tool for identifying gifted children. Supported by 40 years of research, the Renzulli Scales are used by gifted and talented programs across the country. This standardized instrument is completed by teachers and provides an effective method for identifying gifted children. The Renzulli Scales are designed to obtain teacher estimates of a student's characteristics in the following areas: Learning Characteristics Creativity Characteristics Motivation Characteristics Leadership Characteristics Artistic Characteristics Musical Characteristics Dramatics Characteristics Communication Characteristics (Precision) Communication Characteristics (Expressiveness) Planning Characteristics Mathematics Characteristics Reading Characteristics Technology Characteristics Science Characteristics Each scale contains multiple items that are rated using a Likert-type scale. The first four scales (learning, creativity, motivation, and leadership) are used by most schools that use the Scales. The remaining 10 scales are focused on specific areas. They are used by schools when those areas seem appropriate for a gifted program's goals. For example, a program serving gifted math students would use the mathematics scale, a science academy would use the science scale, etc.Research shows that gifted children tend to exhibit certain observable behaviors, such as using advanced vocabulary, grasping underlying principles, and making generalizations from complex information. The Renzulli Scales asks teachers to rate children in comparison to their peers on a host of these observable behaviors. The children who score high on the scales are more likely to be gifted. Using a tool like the Scales, a school can narrow the number of students who will be fully evaluated for a gifted program.The items were chosen from a comprehensive body of research concerning the characteristics of gifted students. Based on a multiple talent approach to the identification of gifted students, the scales help identify student strengths.To explore the full collection of Renzulli Scales print and online resources, please visit: https://www.routledge.com/go/scales-for-rating-the-behavioral-characteristics-of-superior-students. Table of ContentsScales for Rating the Behavioral Characteristics of Superior Students, Learning Characteristics, Creativity Characteristics, Motivation Characteristics, Leadership Characteristics, Artistic Characteristics, Musical Characteristics, Dramatics Characteristics, Communication Characteristics (Precision), Communication Characteristics (Expressiveness, Planning Characteristics, Mathematics Characteristics, Reading Characteristics, Technology Characteristics, Science Characteristics

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Book SynopsisModern Curriculum for Gifted and Advanced Academic Students addresses the need for advanced curriculum design in an age of national standards and 21st-century learning innovations. The text and its authors work from the assumption that the most advanced learners need a qualitatively different design of learning experiences in order to develop their potential into outstanding achievement, answering the question, How should we design learning experiences for our most advanced academic students in the foundational curriculum areas? This book provides the most contemporary thinking about how to design in-depth courses of study in the foundational curriculum areas with a high degree of complexity and advanced content. The book includes chapters articulating specific design components like creative thinking, critical thinking, and authentic research, but also subject-specific chapters in mathematics, language arts, science, and social studies to demonstrate application of those design components.

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Book SynopsisThings My Child Likes to Do enables educational decision-makers to collect information on children's social, emotional, motivational, and creative abilities from the perspective of those who know them best: their parents or guardians. These scales can be used as one component of a multiple measures identification system for gifted, talented, or enrichment programming or to collect information on students' readiness, interests, and learning profiles. The scales have been subjected to content and construct validation to provide clear, accurate, and informative data regarding student characteristics. Includes 100 sets of 4-page booklets containing the Things My Child Likes to Do scale for administration purposes.

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Book SynopsisTalent developmentÄù is a phrase often used in reference to the education of gifted children. Recently, it has been presented by researchers to refer to a specific approach to the delivery of gifted education services.

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Book SynopsisTransformations in Stories and Arguments explores essential questions, such as How does the development of a character build the reader''s understanding? How do the actions of others change the world? How do words and images impact our thinking? This unit, developed by Vanderbilt University''s Programs for Talented Youth, is aligned to the Common Core State Standards and features accelerated content, creative products, differentiated tasks, engaging activities, and the use of in-depth analysis models to develop sophisticated skills in the language arts. Through the lens of transformation, students will examine narrative and persuasive elements essential to the analysis of short stories, advertisements, visual art, scientific argumentation, and their own writing. Students will discover transformations in themselves and their written work as they craft and revise narrative and persuasive pieces, realizing their own voice in the process. Ideal for gifted classrooms or gifted pull-out groups, the unit features stories by Dan Santat, Fiona Roberton, Jannell Cannon, Christopher Myers, Maurice Sendak, Daniel Manus Pinkwater, Jane Yolen, and Patricia Polacco; poetry by Carl Sandburg; sculptures by Arturo Di Modica and Kristen Visbal; a viewing of Pixar''s short film Lou and a variety of commercials; and engaging short nonfiction readings.Winner of the 2015 NAGC Curriculum Studies AwardGrades 2-4

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Book SynopsisAlthough most teacher education programs offer classes on special education and English language learners, teachers often do not receive any training in the needs of high-ability students or gifted education practices. This book:

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Book SynopsisA Field Guide to Gifted Students is a practical manual to the unique characteristics of gifted and advanced learners. Presented as a concise 32-page, full-color booklet available in sets of 10 print copies or a single eBook copy, this resource: Can be used in teacher workshops and other group professional learning settings. Assists educators in understanding and meeting the academic and social-emotional needs of gifted students. Includes a companion online facilitator's guide. Features practical tips based on current research and best practices. Is packed with illustrations, checklists, space to write notes, and a glossary of terms. School can feel like the wrong fit for many gifted learners, but through learning how to notice and support gifted students' diverse traits and needs, educators can build ideal classroom climates for student success. Readers will understand how to identify giftedness and related traits, including twice-exceptionality, introversion and extroversion, perfectionism, sensitivity, and intuitiveness. The online facilitator's guide includes everything workshop leaders need to conduct a brief course for classroom teachers, coordinators, counselors, or even parents.Trade Review"It puts into words and images the multiple ways in which young persons can show their gifts, thereby providing illumination to teachers, parents, and (as appropriate) to the young person her/himself." – Howard Gardner, Harvard Graduate School of Education, 3/16/21"I've enjoyed using [this] book with graduate students in my course entitled Nature and Needs of the Gifted. It's a great introduction to the characteristics, traits, and behaviors of GT students. I've found that they enjoy the vivid descriptions of the 12 profiles. They can easily connect these to children they've worked with. It's also a great supplement to the material I cover on special populations." – Thomas P. Hébert, University of South Carolina, 3/19/21"It is very exciting... and it looks like a very helpful guide to introduce teachers to a broad array of gifted and talented students." – Sally M. Reis, University of Connecticut, 4/13/21Table of ContentsIntroduction HAVE YOU MET . . . ? Olive, the Instant Intuitor Louis, the Super Connector Quinn, the Explainer Nelson, the Sponge Pam, the Bibliophile Sean, the Marathon Focuser Sadie, the Maverick Liam, the Sensitive Soul Haley, the Perfectionist Ingrid, the Noticer Horace, the Fluid Thinker Samantha, the Idiosyncratic Sophisticate Other Learners to Consider Logistical Suggestions Resources and References

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Book SynopsisThe completely revised and updated fifth edition of Methods and Materials for Teaching the Gifted: Provides a comprehensive examination of the most current research and best practices in the field of gifted education. Addresses identification, twice-exceptionality, and culturally and linguistically diverse learners. Includes chapters related to designing curriculum and differentiating instruction. Covers developing critical and creative thinking, as well as encouraging talent development. Features chapter authors who are recognized researchers, practitioners, and leaders in the field of gifted education. The chapters are organized to promote critical thinking and discussion about each topic. This text is a complete resource curated for a wide range of K-12 educators and those working with inservice and preservice educators and administrators.Trade ReviewThis revised edition of Methods & Materials for Teaching the Gifted accomplishes one of the most challenging feats in education: bridging theory and practice in a way that is accessible to the newest of gifted education practitioners without glossing over the complexities of the most up to date research in the field. Each of the 21 chapters is full of straightforward, practical application of research and honest discussions of the disagreements within the field over how each might be applied.,Celeste D. C. Sodergren,Gifted Education Review, 3/1/21Table of ContentsAcknowledgements Introduction Section I Contemporary Gifted Education: Recognizing and Focusing on a Diverse Range of Needs Chapter 1 Trending Toward Inclusivity: Gifted Children in Schools 5 Chapter 2 Twice-Exceptional Learners: Recognition and Response Chapter 3 Exploring Critical and Culturally Relevant Experiential Learning for Underserved Students in Gifted Education Chapter 4 Eight Universal Truths of Identifying Students for Advanced Academic Interventions Chapter 5 Developing Psychosocial Skills at School Section II Gifted Programming Standards and Gifted Education Chapter 6 The Gifted Programming Standards and Their Relationship to Content Standards Chapter 7 Gifted Programming Standards: Understanding Their Role in Program Design and Evaluation Section III Gifted Students in the Classroom: Adjusting Curriculum and Pedagogy Chapter 8 Designing Curriculum for Gifted Learners Chapter 9 Differentiation Strategies for Gifted Learners Chapter 10 Preparing and Sustaining Chapter 11 Acceleration: It’s About Time! Chapter 12 Grouping Strategies for Use With Students With Gifts and Talents Chapter 13 Cultivating Creative Thinking in the Classroom Kristen N. Lamb Chapter 14 Developing Critical Thinking Skills and Dispositions in Gifted Education Learning Designs Chapter 15 Problem-Based Learning Chapter 16 Developing Research Skills in Gifted Learners Section IV Gifted Professionals in the Schools Chapter 17 Gifted Specialists: Collaborating With Classroom Teachers Chapter 18 Gifted Coordinators: Collaborating With School Administrators Section V Focusing on the Talent in Gifted and Talented Chapter 19 Using Gifted Education Research in the Classroom Chapter 20 Programming for Talent Development Beyond the Classroom Chapter 21 The Purpose and Function of Talent Search Programs and Their Relationship to In- and Outside-of-School Learning About the Editors About the Authors Index

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Book SynopsisThis book seeks to understand the complexities of talented and high-performing Black girls and women in STEM across the P-20 trajectory. Analogously, this volume aims to understand the intersections between giftedness, its identification, and racial, gender, and academic discipline identities. The dearth of literature on this subject suggests that Black girls and women have unique experiences in gifted programming, in large part because of factors associated with gifted programs in general. Key factors affecting Black students, and Black girls in particular, are identification and underrepresentation. These factors can be shaped by interlocking systems of racism, classism, gender bias, and other forms of oppression.Teachers in the P-12 educational system are the first identifiers for gifted programming and look for student characteristics, such as natural leadership, inquisitiveness, and students’ desire to be in gifted programs. Because many Black girls are stereotyped and teachers rarely have deep understanding of cultural differences, Black girls are less likely to be identified for gifted programming. More specifically, Black girls’ lack of representation in gifted mathematics or STEM programs contradicts research that finds that girls reach several developmental advantages ahead of boys. For example, research has shown that girls talk and read earlier, receive higher grades in elementary school, and drop-out less often than boys. Other studies have also shown that Black girls have higher mathematics career aspirations than their White and Latina female peers; yet, they are rarely represented in gifted math and Advanced Placement (AP) math programs. Furthermore, the underrepresentation of urban, low-income African-American students in gifted education is related to low test scores, student and family choice, a lack of teacher referral, and a mismatch between home and school cultures.Some high-performing Black girls and women are participating in programs that nurture and support their racial and gender identities and contribute to them developing into strong and efficacious girls and women who have agency in their lives. This anthology includes studies that illustrate the complexities of intersectionality in various STEM programs, while also demonstrating that increasing access to STEM for Black girls and women is doable.

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Book SynopsisThis book seeks to understand the complexities of talented and high-performing Black girls and women in STEM across the P-20 trajectory. Analogously, this volume aims to understand the intersections between giftedness, its identification, and racial, gender, and academic discipline identities. The dearth of literature on this subject suggests that Black girls and women have unique experiences in gifted programming, in large part because of factors associated with gifted programs in general. Key factors affecting Black students, and Black girls in particular, are identification and underrepresentation. These factors can be shaped by interlocking systems of racism, classism, gender bias, and other forms of oppression.Teachers in the P-12 educational system are the first identifiers for gifted programming and look for student characteristics, such as natural leadership, inquisitiveness, and students’ desire to be in gifted programs. Because many Black girls are stereotyped and teachers rarely have deep understanding of cultural differences, Black girls are less likely to be identified for gifted programming. More specifically, Black girls’ lack of representation in gifted mathematics or STEM programs contradicts research that finds that girls reach several developmental advantages ahead of boys. For example, research has shown that girls talk and read earlier, receive higher grades in elementary school, and drop-out less often than boys. Other studies have also shown that Black girls have higher mathematics career aspirations than their White and Latina female peers; yet, they are rarely represented in gifted math and Advanced Placement (AP) math programs. Furthermore, the underrepresentation of urban, low-income African-American students in gifted education is related to low test scores, student and family choice, a lack of teacher referral, and a mismatch between home and school cultures.Some high-performing Black girls and women are participating in programs that nurture and support their racial and gender identities and contribute to them developing into strong and efficacious girls and women who have agency in their lives. This anthology includes studies that illustrate the complexities of intersectionality in various STEM programs, while also demonstrating that increasing access to STEM for Black girls and women is doable.

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Book SynopsisClassroom Management for Gifted and Twice-Exceptional Students Using Functional Behavior Assessment assists educators in understanding how to identify and target behaviors that influence the success of students and daily classroom instruction. Each module: Provides case studies with examples of the concepts being taught. Includes presentations, interactive graphic organizers, and small-group problem-solving activities. Offers self-assessments and resources for developing interventions. May be used within a university course, a series of workshops, or professional teacher learning communities. Uses functional behavior assessment (FBA), a successful research-based approach to behavioral interventions. Using this book, teachers can learn to manage student behavior and implement differentiation in the classroom.

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Book SynopsisRecipient of the 2021 NAGC Curriculum AwardAmericans throw away 254 million tons of trash every year, and students are naturally curious about where it all goes. Erase the Waste and Turn Trash Into Cash, a 30-lesson interdisciplinary science unit: Is designed to teach high-ability third and fourth graders how to think like real-world environmental engineers. Requires students to reduce, reuse, recycle, and reimagine trash in new and innovative ways. Was designed using the research-based Integrated Curriculum Model. Features challenging problem-based learning tasks and engaging resources. Includes detailed teacher instructions and suggestions for differentiation. In this unit, students study the concept of innovation and learn to manage and dispose of waste in creative and environmentally friendly ways, all while building an understanding of sustainability, recycling, environmental science, and the

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Book SynopsisPart of the How to Help series of books exploring issues commonly faced by children and young people at home and in school, The Gifted Learner offers an accessible introduction to how high ability students can best be supported to achieve their full potential. Gifted (or more able, or high potential) learners are often overlooked in education, partly because they are diverse and partly because they are seen as bright and thus able to cope without support. In fact giftedness does not mean consistent high ability; gifted children may not excel in all subjects, and many are emotionally immature. As a result they are vulnerable. Drawing on case studies to offer a complete guide to what giftedness is how it can be supported, Fidelma Healy Eames argues that gifted learners must be recognised, understood and nurtured holistically at cognitive and emotional levels - and shows how parents, carers, teachers and schools can help.Table of ContentsSeries Preface; About the Author; Author's Preface; How to Use This Book Part 1: Introduction 1. What is giftedness?; 2. Why a book on the gifted learner?; 3. The Gifted Learner Framework; 4. Models of giftedness; 5. Tests for giftedness; 6. History of giftedness Part 2: Learning characteristics of gifted learners 7. Curiosity and the gifted learner; 8. Problem-solving - relationship with maths and science; 9. Avid readers; 10. Quick learners Part 3: Creativity 11. Flexible and divergent thinkers; 12. Gifted learners' language usage - spoken and written; 13. Creative talent and imaginative expression; 14. Sense of humour Part 4: Motivation and leadership 15. Motivation and task commitment; 16. Boredom; 17. Competitiveness; 18. Leadership Part 5: Self-esteem and emotional development 19. Self-acceptance and gifted learners; 20. Perfectionism and the intense gifted learner; 21. Worry and anxiety Part 6: Inclusion and curriculum provision 22. Under-achieving gifted learners; 23. The twice-exceptional learner; 24. A differentiated curriculum for gifted learners; 25. Best practice to support giftedness Part 7: Conclusion 30. Summary; 31. A last word to parents and carers; 32. A last word to teachers and schools

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Book SynopsisIn order to properly understand and compare traditional and innovative assessment techniques for students with disabilities, we must be able to access examples of how they work in a logical and thoughtful sequence. This finely curated collection of thirteen chapters presents ideas and research on different disability topics from key leaders in the field of the assessment of children with disabilities. Written by well-known and respected researchers, scholars, and educators who are actively involved in teaching undergraduate and graduate special education courses on the assessment of students with disabilities, this volume opens with a thorough introduction on the current situation. The topics covered by the remaining chapters include students with learning and intellectual disabilities, emotional and behavioral disorders, sensory impairments, extensive support needs, traumatic brain injuries, and those who are culturally and linguistically diverse, autistic, and those who have physical disabilities. The concluding chapter muses on what the future holds for traditional and innovative assessment techniques for students with disabilities. This volume is an excellent resource for special education researchers, scholars, practitioners, and professionals who teach and serve young learners with disabilities.Table of ContentsChapter 1. Traditional and Innovative Assessment Techniques for Students with Disabilities: An Introduction; Jeffrey P. Bakken and Erik A. Dalmasso Chapter 2. Traditional and Innovative Assessment Techniques for Students with Learning Disabilities; Kristen D. Beach and Samantha A. Gesel Chapter 3. Assessment of EBD; Frederick J. Brigham, John William McKenna, Christopher M. Claude, and Michele M. Brigham Chapter 4. Traditional and Innovative Assessment Techniques for Students with Intellectual Disabilities; Emily C. Bouck and Holly Long Chapter 5. Traditional and Innovative Assessment Techniques for Students who are Deaf /Hard of Hearing; Julie Cox and Angi Martin Chapter 6. Traditional and Innovative Assessment Techniques for Students with Visual Impairments; Stacy M. Kelly Chapter 7. Traditional and Innovative Assessment Techniques for Students with Autism; Shannon Stuart and Tia Schultz Chapter 8. Traditional and Innovative Assessment Techniques for Students with Extensive Support Needs; Jennifer A. Kurth, Michael L. Wehmeyer, Carly A. Roberts, and Elissa Lockman Turner Chapter 9. Assessment of Students with Traumatic Brain Injuries; Frederick J. Brigham, Stacie Harmer, and Michele M. Brigham Chapter 10. Dynamic Assessment of Speech and Language Disorders: Examples for an Educational Setting; Ginger G. Collins and Amy M. Glaspey Chapter 11. Traditional and Innovative Assessment Techniques for Students with Physical Disabilities and Other Health Impairments; Eugene F. Asola and Samuel R. Hodge Chapter 12. Traditional and Innovative Assessment Techniques for Students from Culturally and Linguistically Diverse Backgrounds: Problematic Histories and Transformative Futures; Kathleen A. King Thorius Chapter 13. Traditional and Innovative Assessment Techniques for Students with Disabilities: Moving Forward; Sunday Obi, Festus E. Obiakor, and Andrew T. Carrington

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Book SynopsisThis handbook examines what education would look like if it prepared gifted students to transform the world—to make it a better place for all, not just for those who receive extra resources from schools in return for being labeled as “gifted.” The editors explore how transformationally gifted people can seek to make the world a better and more just place: they try to make a positive, meaningful, and possibly enduring contribution to changing things in the world that are not working. They do not view “giftedness” merely as a transaction whereby, in exchange for being labeled as “gifted,” they accrue benefits to themselves: such as a more prestigious education, more income, or residence in a more exclusive community. The overarching aim of this book is to present conceptions of what identification and instruction of the gifted would look like if the focus of gifted education was transformational rather than transactional. What if gifted education did not focus so much on acceleration vs. enrichment, or pull-out versus in-class integration, but rather on how to be gifted in giving back—in using one’s gifts to create a better world?Table of ContentsChapter 1: Discovering and Dismantling Enormous Barriers Hindering the Transition from Transactional to Transformational Giftedness; Don Ambrose - Rider UniversityChapter 2: The Beautiful Risk of Moving Toward Pedagogies of the Possible.; Ronald A. Beghetto and Vlad P. Glăveanu - Arizona State University and the University of BergenChapter 3: Respecting the Invisible: Transactional and Transformational Approaches to Giftedness; Dowon Choi and James C. Kaufman - Florida State University and Arizona UniversityChapter 4: From I to We: The Three C’s Conception of Gifted Education; Aakash A. Chowkase and Sujala Watve - Purdue University and Jnana Prabodhini’s Institute of PsychologyChapter 5 :A Catalyst for Change: Improving the World through Talent Development; Jennifer Riedl Cross and Tracy L. Cross - College of William & MaryChapter 6: Ten Changes that Will Render Gifted Education Transformational; David Yun Dai - University at Albany, State University of New YorkChapter 7: Promoting Transformational Giftedness Through Service Learning; Ophélie Allyssa Desmet - Valdosta State UniversityChapter 8: Fairminded Critical Thinking and Depth of Knowledge as Essential to Gifted Education Programs that Advance the Common Good; Linda Elder - Foundation for Critical ThinkingChapter 9: Be Prepared for the Complexities of the 21st Century!; Joachim Funke - Heidelberg UniversityChapter 10: Addressing Access, Equity, and Missingness to Transform Gifted Education; Marcia Gentry - Purdue UniversityChapter 11: Through the Dąbrowski Lens: Wisdom, Transformational Giftedness, and the Personality Ideal; Amanda J. Harper - University of TasmaniaChapter 12: Evidence of Transformational Giftedness in the Profoundly Gifted When We Use the "Integral Practice the Gifted™" Model; P. Susan Jackson - Daimon Institute for the Highly Gifted Inc.Chapter 13: Starting Over: An Iranian Conception of Giftedness and How It Can Transform Societies and the World.; Sareh Karami and Mehdi Ghahremani - Mississippi State UniversityChapter 14: Transformational Education as a Work in Process: Insights from Transformationally Gifted Adults; Lori Lutz - The Roeper Institute Chapter 15: . The Rainbow Revolution: Empowering Gifted LGBTQ+ Learners for Transformative Action; Andres Parra-Martinez and Alena R. Treat - Purdue University and Upper Iowa University Chapter 16: Transformational Giftedness: Using SEM Pedagogy to Create Future Leaders and Change Agents Dedicated to Service, Social Responsibility, and Using Their Talents to Improve the Planet; Sally M. Reis and Joseph S. Renzulli - University of ConnecticutChapter 17: Equity, Social Justice and Transformational Giftedness - A Gifted Academy in a Vulnerable Community; Renu Singh and Bharath Sriraman - Maryvale Gifted & Talented Academy and University of Montana - MissoulaChapter 18: Transformational Giftedness: Who’s Got It and Who Does Not; Robert J. Sternberg - Cornell UniversityChapter 19: . Channeling Gifted Abilities into Transformative Creative Productivity; Rena F. Subotnik, Paula Olszewski-Kubilius, and Frank C. Worrell - American Psychological Association, Northwestern University, University of California, BerkeleyChapter 20: Educating Ethical Minds in Gifted Education; Kirsi Tirri - University of HelsinkiChapter 21: Redefining Human Talents: Gifted Education in the Age of Smart Machines; Yong Zhao, James Basham, and Jason Travers - Melbourne Graduate School of Education, University of Kansas, Temple UniversityChapter 22: In Conclusion: Where We Currently Stand in the March Toward Transformational Giftedness.

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Book SynopsisSome remain undiscovered or misunderstood, others underappreciated and underchallenged. That is for some highly gifted children the reality of everyday life in preschool or school. How can we help highly gifted children and adolescents to develop more self-assurance, to discover their hidden talents and to become strong personalities? How can teachers, parents and caretakers alike recognize the highly gifted at an early stage? How can they accompany them on their path, providing both the necessary care and challenges along the way? This book provides many case examples of how this matter can be approached in the real world and suggests a number of methods for furthering highly gifted children and adolescents, whether in preschool, in school settings or in the family. The authors are experts in this field and have many years of experience working with gifted persons in various educational institutions. This volume provides practical help for practical situations!

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Book SynopsisUsing field-tested, carefully crafted units of study, the authors in this essential teach fundamental mathematical techniques that are relevant well beyond the elementary school years. In this Volume II, the Gaussian summation formula and a recursion formula are derived and applied. Tasks on divisibility, prime factors and divisors follow. For calculating with remainders, the modulo calculation is introduced and applied. Students learn to perform proofs in a variety of contexts. As in Volume I, "Graphs, Games, and Proofs," the tasks encourage mathematical thinking skills, imagination, and creativity. The detailed sample solutions are designed for non-mathematicians.This book is a translation of the original German 1st edition Mathematische Geschichten II – Rekursion, Teilbarkeit und Beweise by Susanne Schindler-Tschirner and Werner Schindler, published by Springer Fachmedien Wiesbaden GmbH, part of Springer Nature in 2019. The translation was done with the help of artificial intelligence (machine translation by the service DeepL.com). A subsequent human revision was done primarily in terms of content, so that the book will read stylistically differently from a conventional translation. Springer Nature works continuously to further the development of tools for the production of books and on the related technologies to support the authors. Table of ContentsMathematical techniques and tasks.- Detailed sample solutions.

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