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In this fully revised and expanded second edition, Being Gifted in School: An Introduction to Development, Guidance, and Teaching reviews the past developments within the field of gifted education and identifies the current trends, issues, and beliefs that are faced in the 21st century. By recognizing both typical and atypical gifted students, Laurence J. Coleman, Ph.D., and Tracy L. Cross, Ph.D., encourage readers to defy traditional assumptions about gifted children and their education. The book is organized to provide a framework for those who are responsible for nurturing the development of gifts and talents in the home, school, and community. It provides insight for educators with questions regarding curriculum and instruction implementation, administrators facing program planning, parents with interest in their child's educational opportunities, and advanced undergraduate and graduate students curious about trends within gifted education. Included are chapters on definitions and models of giftedness; identifying the gifted; creativity; administrative arrangements and program prototypes; and teaching methods and best practices. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: cover)
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This book reviews the past developments within the field of gifted education and identifies the current trends, issues, and beliefs that are faced in the 21st century. By recognizing both typical and atypical gifted students, L. J. Coleman and T. L. Cross encourage readers to defy traditional assumptions about gifted children and their education. The book organized to provide a framework for those who are responsible for nurturing the development of gifts and talents in the home, school, and community. It provides insight for educators with questions regarding curriculum and instruction implementation, administrators facing program planning, parents with interest in their child's educational opportunities, and advanced undergraduate and graduate students curious about trends within gifted education. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: cover)
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My perspective on an affective curriculum in education for gifted students is colored by my clinical experiences as a counselor, including those as a counselor of gifted children, adolescents, and adults. During my last 5 years as a teacher in K-12 education, I directed a complex program for gifted high school students, which included an emphasis on affective concerns (Peterson, 1990). Ten discussion groups per week, geared almost entirely to social and emotional development and involving 115 students per year, taught me a great deal about nonacademic concerns of highly able students. The program actively sought out gifted underachievers, who became approximately 30% of total participants and were articulate contributors in the groups as well. Later, I facilitated several similar groups for diverse gifted middle school students, counseled gifted children and adolescents and their families in a clinic geared to giftedness, and also worked with medical students and others with high ability in private practice. The individuals I met while doing ethnographic research on perceptions of giftedness in nonmainstream cultures educated me further. I also sometimes encountered gifted individuals as a counselor in two substance-abuse treatment centers, in an alternative school for expelled high school students, and as a substance-use evaluator in a K-12 school district. Currently I prepare counselors for work in K-12 schools and advise and supervise many highly capable graduate students. These varied clinical experiences with gifted individuals inform this chapter. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)
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In this chapter, advanced development and giftedness within the context of the school are discussed. The authors contention is that advanced development is the fundamental concept for understanding giftedness, and they attempt to explain our position by offering a definition, describing the roots of the definition--explaining the changes in our thinking--that have led to a deeper understanding of giftedness and schooling, and proposing a modified definition. The authors also discuss some implications of the ideas they have proposed. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)
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"Developmental Psychology and Giftedness: Theories and Research" / Franz J. Mönks and Emanuel J. Mason "Genetic Tools for Exploring Individual Differences in Intelligence" / Lee A. Thompson and Robert Plomin "Giftedness, Expertise, and (Exceptional) Performance: A Developmental Perspective / Wolfgang Schneider "Issues in the Cognitive Development of Exceptionally and Profoundly Gifted Individuals" / Miraca U. M. Gross "Motivation and Cognition: Their Role in the Development of Giftedness" / Willy Lens and Per Rand "Social-emotional Development and the Personal Experience of Giftedness" / Laurence J. Coleman and Tracy L. Cross "A Life Span Approach to Talent Development" / Ingrid Schoon "Prodigies, Savants and Williams Syndrome: Windows into Talent and Cognition" / Martha J. Morelock and David Henry Feldman "Addressing the Most Challenging Questions in Gifted Education and Psychology: A Role Best Suited to Longitudinal Research" / Rena F. Subotnik and Karen D. Arnold "A 'Talent' for Knowledge and Judgement About Life: The Life-span Development of Wisdom" / Monisha Pasupathi and Ursula M. Staudinger (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)
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- Book Section (3)