Always Learning

Education of the Gifted and Talented, 5/E
Gary A. Davis, University of Wisconsin
Sylvia B. Rimm, Case Western Reserve University School of Medicine

ISBN-10: 0205388507
ISBN-13:  9780205388509

Publisher:  Pearson
Copyright:  2004
Format:  Cloth; 552 pp
Published:  04/14/2003


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Description

This comprehensive text by leaders in the field presents the best practices in gifted education.

After a brief overview of current issues in the field, Education of the Gifted and Talented discusses the characteristics of gifted students as well as challenges of parenting and the understanding and counseling of gifted children. The authors address crucial topics in the field, including strategies for identifying gifted students, considerations in planning a sound gifted and talented program, contemporary program models, problems of minority, disabled and female students, and the evaluation of gifted programs.


Features

  • Addresses specific issues such as “elitism,” criticism, and damage caused by trends toward grouping and detracking.
  • The book has a focus on world and U.S. history alongside contemporary issues in gifted education, which acquaints students with up-to-date issues and problems (Ch. 1).
  • Sample forms, to be used or modified for identifying gifted students, help clarify and simplify the highly critical identification process, giving students examples of forms they can use in their first jobs (Ch. 4).
  • Lists and descriptions of acceleration, enrichment, and grouping options aid both in understanding what is available for gifted students and planning a program that includes sensible acceleration and enrichment options (Chs. 5 & 6).
  • Chapters on creativity and teaching thinking skills—two concepts central to gifted education—help the reader understand creative students, creative processes, and how to foster high levels of creative thinking (Chs. 10 & 11).


New To This Edition

  • A focus on culturally diverse, disadvantaged, underachieving, female, and disabled gifted students familiarizes the reader with unique characteristics, problems, and identification of these populations and crucial programming adjustments for them (Chs. 12-15).
  • Features new research by Dr. Rimm and her daughters, Ilonna Rimm and Sara Rimm-Kaufman, exploring the childhoods, family and career patterns, sources of motivation and resilience, and life satisfactions of over 1,000 extraordinarily successful women.
  • Chapter 12 includes an expanded section on gifted education in rural areas, a topic of increasing focus.
  • Chapter 17 addresses the fears and problems of gifted gay students and the steps schools can take to make the educational environment more civilized and safe to reduce homophobia, including among the gifted staff.
  • The topic of suicide in the gifted population is addressed along with the common traits of pressure on gifted students that can dispose them to suicide.


Table of Contents

Each chapter contains a “Summary.”

Preface.


1. Gifted Education: Matching Instruction with Needs.

History of Giftedness and Gifted Education.

Contemporary History of Gifted Education.

National Research Center on the Gifted and Talented.

Education Reform and Ability Grouping.

Cooperative Learning.

Definitions of Giftedness.

Explanations and Interpretations of Giftedness and Intelligence.



2. Characteristics of Gifted Students.

The Terman Studies.

Traits of Intellectually Gifted Children.

Affective Characteristics.

Characteristics of the Creatively Gifted.

Characteristics of Historically Eminent Persons.

Characteristics of Teachers of the Gifted.



3. Program Planning.

Main Components of Program Planning.

Program Planning: Sixteen Areas.

The View from the School Board.

Perspectives of Other Teachers.

Scope and Sequence in Gifted Programs.

Curriculum Considerations.

The Death of Gifted Programs.

Legal Issues in Gifted Education.

Appendix 3.1.



4. Identifying Gifted and Talented Students.

Thoughts and Issues in Identification.

National Report on Identification.

Identification Methods.

Assessment of Gardners Eight or Nine Intelligences.

Triarchic Abilities Test.

A Multidimensional Culture Fair Assessment Strategy.

Talent Pool Identification Plan: Renzulli.

Identifying Gifted Preschoolers.

Identifying Gifted Secondary Students.

Recommendations From the National Report on Identification.

Comment.

Appendix 4.1.

Appendix 4.2.

Appendix 4.3.

Appendix 4.4.

Appendix 4.5.

Appendix 4.6.



5. Acceleration.

Acceleration Versus Enrichment.

Early Admission to Kindergarten or First Grade.

Grade-Skipping.

Subject-Skipping.

Early Admission to Junior or Senior High School.

Correspondence Courses.

Telescoped Programs.

Early Admission to College.

Residential High Schools.

International Baccalaureate Programs.

Study of Mathematically Precocious Youth, Talent Search, and Elementary Talent Search.

College Board Offices.



6. Enrichment and Grouping.

Enrichment.

Independent Study, Research, and Art Projects.

Learning Centers.

Field Trips.

Saturday Programs.

Summer Programs.

Mentors and Mentorships.

Future Problem Solving.

Odyssey of the Mind.

Junior Great Books.

Academic Competitions.

Technology of the Gifted.

Grouping Options: Bringing Gifted Students Together.

Comments on Enrichment and Grouping.

Appendix 6.1.



7. Curriculum Models.

Enrichment Triad Model: Joseph Renzulli.

Schoolwide Enrichment Model.

Multiple Menu Model.

Pyramid Project: June Cox.

Purdue Three-Stage Enrichment Model: Feldhusen and Kollof.

Structure of Intellect Model: Guilford and Meeker and Meeker.

Autonomous Learner Model: George Betts.

Talents Unlimited Model: Carol Schlichter.

Programming at Four Ability Levels: Treffinger and Sortore.

Multidimensional Curriculum Model: Morelock and Morrison.

Custructing Differentiated Curriculum for the Gifted: Sandra Kaplan.

Comment.

Appendix 7.1.



8. Leadership, Affective Learning, and Character Education.

Leadership.

Leadership Definitions: Traits, Characteristics, and Skills.

Leadership Training.

Affective Learning.

Self-Concept.

Moral Development: The Kohlberg Model.

An Effective, Humanistic Curriculum.

Materials and Strategies for Encouraging Affective Growth.

The Humanistic Teacher.



9. Creativity I: The Creative Person, Creative Process, and Creative Dramatics.

Characteristics of Creative Persons.

Creative Abilities.

The Creative Process.

Steps and Stages in the Creative Process.

The Creative Process as a Change in Perception.

Creative Dramatics.



10. Creativity II: Teaching for Creative Growth.

Can Creativity be Taught?

Goals of Creativity Training.

Creativity Consciousness, Creative Attitudes, Creativity Personality Traits.

Understanding the Topic of Creativity.

Strengthening Creative Abilities.

Personal Creative Thinking Techniques.

Standard Creative Thinking Techniques.

Involving Students in Creative Activities.

Creative Teaching and Learning.



11. Teaching Thinking Skill.

Indirect Teaching, Direct Teaching, and Metacognition.

Types of Thinking Skills.

Higher Order Thinking Skills: Benjamin Bloom.

Critical Thinking.

Models, Programs, and Exercises for Teaching Thinking Skills.

CoRT Strategies: de Bono.

Philosophy for Children: Lipman.

Project IMPACT.

Instrumental Enrichment: Feuerstein.

Critical Thinking Books and Software Workbooks.

Thinking Skills and Character Education.

Obstacles to Effective Thinking.

Selecting Thinking Skills Exercises and Materials.



12. Cultural Diversity and Children from Low Socioeconomic Backgrounds: The Invisible Gifted.

Legislation.

Special Needs.

Factors Related to Success for Disadvantages Youth.

Identification.

Programming for Gifted Students Who Are Culturally Different.

Gifted Programming in Rural Areas.



13. Underachievement: Diagnosis and Treatment.

Definition and Identification of Underachievement.

Characteristics of Underachieving Gifted Children.

Etiologies of Underachievement.

Family Etiology.

School Etiology.

The Treatment of Underachievement.



14. The Cultural Underachievement of Females.

Present Status of Women: Women in the Workforce.

Life Satisfactions of Women.

The Home-Career Conflict.

Sex Differences or Gender Differences.

Mathematics Ability.

Differences in Expectations, Achievement Orientation, and Aspirations.

Educating Gifted Females.

Appendix 14.1.



15. Gifted Children with Disabilities.

Needs of Gifted Children with Disabilites.

Identification.

Critical Ingredients of Programs for Gifted Children with Disabilities.

Reducing Communication Limitations.

Self-Concept Development.

High Level, Abstract Thinking Skills.

Parenting.



16. Parenting the Gifted Child.

Parenting by Positive Expectations.

Some Special Parenting Concerns.

Preschool Children.

Nontraditional Parenting.

Parent Support Groups.

National Gifted and Talented Educational Organizations.



17. Understanding and Counseling Gifted Students.

Historical Background.

Personal and Social Issues.

Perfectionism.

Emotional Sensitivity and Overexcitability: The Emotionally Gifted.

Gifted and Gay.

Suicide.

Career Guidance and Counseling.

Personal Essay Writing and Bibliotherapy.

Stress Management.

Developing a Counseling Program for Gifted Students.

Comment.

Recommended Reading.



18. Program Evaluation.

Why Must Programs be Evaluated?

Evaluation Design: Begin at the Beginning.

Evaluation Models.

The Rimm Model.

Complexity of Evaluation and Audience: A Hierarchy.

Instrument Selection.

Test Construction.

Daily Logs.

Indicators.

Student Self-Evaluations.

Performance Contracting.

Qualitative and Quantitative Evaluation.

Commitment to Evaluation.

Appendix 18.1.

Appendix 18.2.

Appendix 18.3.

Appendix 18.4.

Appendix 18.5.

Appendix 18.6.

Appendix 18.7.

Appendix 18.8.



References.


Author Index.


Subject Index.


Next Edition(s)

  • Education of the Gifted and Talented, 6/E
    Davis, Rimm & Siegle
    ©2011  |  Pearson  |  Cloth; 592 pp  |  Instock
    ISBN-10: 0135056071  |  ISBN-13: 9780135056073
    Brief Description  |  More Info



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This practical resource presents the best ideas and practices in the field of gifted education. From planning a sound gifted and talented program to the evaluation of a program, this leading text explores contemporary program models, problems of minority, disabled, and female gifted students. Chapters on creativity and teaching thinking skills—two concepts central to gifted education—help the reader understand creative students, creative processes, and how to foster high levels of creative thinking (Chs. 10 & 11).

“(Education of the Gifted and Talented, 4/e) is current and accurate. Couldn't ask for a better text.”
Michael F. Shaughnessy, Eastern New Mexico University

“The authors have mastered the fine art (of) writing in an interesting and intellectually challenging manner: no small feat...I love this book!”
Amy P. Dietrich, The University of Memphis

“The comprehensiveness of the coverage for an introductory text is a major strength.”
Sally M. Reis, University of Connecticut

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