Education of the gifted and talented
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書誌事項
Education of the gifted and talented
Allyn and Bacon, c1998
4th ed
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注記
Bibliography: p. 439-479
Includes indexes
内容説明・目次
内容説明
This book outlines the best ideas that have come from leaders in gifted education. It is up-to-date and well-organized. It begins with an overview of current issues and proceeds to an effective and intellectual discussion of characteristics of gifted students. The book includes problems of and prescriptions for gifted students who are female, disadvantaged, and handicapped. The problem of underachievement is covered as well as the challenges of parenting and the understanding and counseling of gifted children.
目次
All chapters close with "Summary."
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.
Ability Grouping and Gifted Education.
Cooperative Learning.
Definitions of Giftedness.
2.Characteristics of Gifted Students.
The Terman Studies.
Walberg's Studies of Historically Eminent Men, Women, and High School Artists and Scientists.
Traits of Intellectually Gifted Children.
Affective Characteristics.
Characteristics of the Creatively Gifted.
Origins of High Talent and Extreme Precocity.
Characteristics of Teachers of the Gifted.
3.Program Planning.
Main Components of Program Planning.
Why, Who, What, Where, When, and How Questions.
Program Planning: Fifteen Areas.
The View From the School Board.
Perspectives of Other Teachers.
Scope and Sequence in Gifted Programs.
The Death of Gifted Programs.
Appendix 3.1.
4.Identifying Gifted and Talented Students.
Thoughts and Issues in Identification.
National Report on Identification.
Identification Methods.
Identifying Gifted Preschoolers.
Identifying Gifted Secondary Students.
Recommendations from the National Report on Identification.
Talent Pool Identification Plan: Renzulli.
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.
Credit by Examination.
College Courses in High School.
Correspondence Courses.
Telescoped Programs.
Early Admission to College.
Residential High Schools.
International Baccalaureate Programs.
Study of Mathematically Precocious Youth and 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 Decathlon.
Mock Court.
Other Academic Competitions.
Grouping Options: Bring Gifted Students Together.
Appendix 6.1.
7.Curriculum Models.
Enrichment Triad Model.
Secondary Triad Model.
Schoolwide Enrichment Model.
Multiple Menu Mode.
Pyramid Project.
Purdue Three-Stage Enrichment Model.
Guilford/Meeker Structure of Intellect (SOI) Model.
Treffinger's Model for Increasing Self-Directedness.
Autonomous Learner Model: Betts.
Williams' Model for Developing Thinking and Feeling Processes.
Multiple-Talent Totem Pole Model.
Programming at Four Ability Levels: Treffinger and Sortore.
Comment.
Appendix 7.1.
8.Affective Learning and Leadership.
Affective Learning.
Self-Concept.
Moral Development: The Kohlberg Model.
An Affective, Humanistic Curriculum.
Materials and Strategies for Encouraging Affective Growth.
The Humanistic Teacher.
Leadership.
Leadership Definitions: Traits, Characteristics, and Skills.
Leadership Training.
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 and Creative Attitudes.
Strengthening Creative Personality Traits.
Understanding the Topic of Creativity.
Strengthening Creative Abilities.
Creative Thinking Techniques.
Standard Creative Thinking Techniques.
Involving Students in Creative Activities.
Creative Teaching and Learning.
11.Teaching Thinking Skills.
Indirect Teaching, Direct Teaching, and Metacognition.
Types of Thinking Skills.
Higher Order Thinking Skills.
Critical Thinking.
Models, Programs, and Exercises for Teaching Thinking Skills.
De Bono CoRT Strategies.
Philosophy for Children: Lipman.
Project IMPACT.
Instrumental Enrichment: Feuerstein.
Critical Thinking Press and Software Workbooks.
Thinking and Learning.
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 Disadvantaged Youth.
Identification.
Quota Systems.
Programming for Gifted Students Who Are Culturally Different.
Effectiveness of Programming for Gifted Students Who Have Disadvantages.
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 Work Force.
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 Students with Disabilities.
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.
The "Who's in Charge?" Problem.
Parenting by Positive Expectations.
Double Messages and Half-Truths.
Competition and Pressure.
Sibling Problems.
Peer Pressure.
Parent Support Groups.
Some Special Family Concerns.
Nontraditional Parenting.
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.
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 Mode.
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.
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