Teaching of gifted or talented students Books

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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