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Fundamentals of gifted education: Considering multiple perspectives

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Tipo de recurso
Book
Title
Fundamentals of gifted education: Considering multiple perspectives
Abstract
The field of gifted education is characterized by a confusing array of perspectives concerning such fundamental issues as definition, philosophy, curriculum, social and emotional development, and underserved populations. The mission of this book is to provide a coherent framework that instructors and service providers can use in planning effective programs, providing appropriate counseling services, and evaluating programs for the gifted. Most sections are organized around fundamental issues confronting the field and follow a common structure: an introductory chapter that provides a historical and theoretical background and organizing questions followed by several point-of-view chapters written by experts that provide varied perspectives on the topic at hand. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)
Date
2013
Publisher
Routledge/Taylor & Francis Group
Place
New York, NY
# of Pages
476
URL
https://www.proquest.com/books/fundamentals-gifted-education-considering/docview/1805777184/se-2?accountid=15299
Archive
APA PsycInfo®
Loc. in Archive
1805777184; 2013-37362-000
Language
en-US
Extra
Pages: 476 Pages Publication Title: Fundamentals of gifted education: Considering multiple perspectives abstractTranslation: El campo de la educación de superdotados se caracteriza por una confusa variedad de perspectivas sobre cuestiones fundamentales como la definición, la filosofía, el currículo, el desarrollo social y emocional y las poblaciones desatendidas. La misión de este libro es proporcionar un marco coherente que los instructores y proveedores de servicios puedan utilizar en la planificación de programas efectivos, la prestación de servicios de asesoramiento adecuados y la evaluación de programas para los superdotados. La mayoría de las secciones se organizan en torno a los problemas fundamentales a los que se enfrenta el campo y siguen una estructura común: un capítulo introductorio que proporciona un trasfondo histórico y teórico y preguntas organizadoras, seguido de varios capítulos de puntos de vista escritos por expertos que proporcionan diversas perspectivas sobre el tema en cuestión. (Registro de la base de datos PsycInfo (c) 2024 APA, todos los derechos reservados) (Fuente: portada)
Enlace
Notas

TOCDataText - Preface; Acknowledgments; List of contributors; List of figures; List of tables; Introduction / Holly L. Hertberg-Davis and Carolyn M. Callahan / 1-10; Section I. Beliefs, philosophies, and definitions of giftedness; Beliefs, philosophies, and definitions / Carolyn M. Callahan and Holly L. Hertberg-Davis / 13-20; A brief synopsis of events influencing the recognition and education of gifted children in the United States / Kristofor Wiley and Marguerite C. Brunner / 21-25; Policy-related definitions of giftedness: A call for change / Jane Clarenbach and Rebecca D. Eckert / 26-35; Gifted behaviors versus gifted individuals / Joseph S. Renzulli and Marcia A. B. Delcourt / 36-48; Being gifted / Erin Morris Miller / 49-55; The DMGT 2.0: From gifted inputs to talented outputs / Françoys Gagné / 56-68; Problematizing gifted education / James H. Borland / 69-80; Section II. Identification of giftedness; Considerations for identification of gifted and talented students: An introduction to identification / Carolyn M. Callahan, Joseph S. Renzulli, Marcia A. B. Delcourt, and Holly L. Hertberg-Davis / 83-91; Traditional perspectives on identification / Susan K. Johnsen / 92-104; The use of traditional assessment tools for identifying gifted students / Tracy C. Missett and Marguerite C. Brunner / 105-111; Identifying gifted students: Nontraditional uses of traditional measures / David F. Lohman / 112-127; Uses and misuses of matrices in identifying gifted students: Considerations for better practice / Tonya R. Moon / 128-134; Identifying gifted learners: Nonverbal assessment / Frank C. Worrell / 135-147; Not just a test: Utilizing non-test assessments in identifying gifted and talented students / Tonya R. Moon / 148-151; Response to Intervention (RtI) approaches to identification practices within gifted education / Mary Ruth Coleman / 152-158; Section III. Service delivery options and programming models for gifted students; Contexts for instruction: An introduction to service delivery options and programming models in gifted education / Holly L. Hertberg-Davis and Carolyn M. Callahan / 161-163; Evidence trumps beliefs: Academic acceleration is an effective intervention for high-ability students / Nicholas Colangelo, Susan G. Assouline, and Maureen A. Marron / 164-175; Cognitive and affective outcomes of pull-out programs: Knowns and unknowns / E. Jean Gubbins / 176-187; Analyzing pull-out programs: A framework for planning / Catherine M. Brighton and Kristofor Wiley / 188-198; The schoolwide enrichment model: A focus on student creative productivity, strengths, and interests / Joseph S. Renzulli and Sally M. Reis / 199-211; Cluster grouping programs and the total school cluster grouping model / Marcia Gentry and C. Matthew Fugate / 212-225; The levels of service model / Stephen T. Schroth / 226-235; Parents and the development and education of gifted students / Nancy M. Robinson / 236-247; Effectiveness and implications of homeschooling for gifted students / Lorie Hood / 248-255; Section IV. Curricular and instructional decisions; Defensible curriculum for gifted students: An introduction / Holly I. Hertberg-Davis and Carolyn M. Callahan / 259-262; The multiple menu model: A guide for developing differentiated curriculum / Joseph S. Renzulli / 263-276; Depth and complexity / Sandra N. Kaplan / 277-286; Differentiated instruction / Carol Ann Tomlinson / 287-300; The CLEAR curriculum model / Amy Azano / 301-314; The integrated curriculum model / Joyce VanTassel-Baska / 315-325; Section V. Specific populations; Heterogeneity among the gifted: Not an oxymoron / Carolyn M. Callahan and Holly L. Hertberg-Davis / 329-330; Gifted males: Understanding their challenges and honoring their potential / Thomas P. Hebert / 331-342; Is this really still a problem? The special needs of gifted girls and women / Sally M. Reis / 343-357; Twice-exceptional students: Gifted students with learning disabilities / M. Layne Kalbfleisch / 358-368; Gifted students with emotional and behavioral disabilities / Tracy C. Missett / 369-376; Underachieving gifted students / Del Siegle and D. Betsy McCoach / 377-387; Gifted African Americans / Frank C. Worrell / 388-400; Asian American gifted students: The model minority or the misunderstood minority? / Sarah Oh and Carolyn M. Callahan / 401-411; Gifted Latino students: Overcoming barriers and realizing promise / Thomas P. Hebert / 412-423; Students from rural environments / Jonathan A. Plucker / 424-434; Section VI. Evaluation and policy in gifted education; Evaluating, reflecting, affirming, and redirecting: An introduction to the evaluation of gifted program / Carolyn M. Callahan and Holly L. Hertberg-Davis / 437-439; Evaluating services offered to gifted and talented students: A planning guide / Carolyn M. Callahan / 440-447; Assessing resources, activities, and outcomes of programs for the gifted and talented / Tonya R. Moon / 448-457; Political issues in gifted education / James J. Gallagher / 458-469; Recommended readings by topic; Index

Última actualización - 2024-06-20

PubXState - NY

Número de referencias - 1

Fecha de revisión - 20160721

Citación
Fundamentals of gifted education: Considering multiple perspectives. (2013). Routledge/Taylor & Francis Group. APA PsycInfo® (1805777184; 2013-37362-000). https://www.proquest.com/books/fundamentals-gifted-education-considering/docview/1805777184/se-2?accountid=15299
Enlace a este registro
https://biblioaci.nous.es/publicaciones/2PQ4ERDM