Title
Education of the gifted and talented
Abstract
This text was prepared as an introduction to the exciting field of gifted education. It is suitable for college undergraduate and graduate readers, for in-service teachers in elementary or secondary schools, for school psychologists, counselors, and administrators, and for parents of those bright but often bored and ignored gifted children and adolescents. The text provides an introduction—sometimes an in-depth one—to virtually all aspects of program planning and development, from (a) formalizing a statement of philosophy, rationale, goals, and objectives, to (b) identifying students, (c) outlining theory-based acceleration and enrichment activities, and (d) evaluating the ongoing to completed programs. Often, specific rating forms and questionnaires for identification or evaluation are presented as models that may inspire the creation of specific, program-relevant instruments. Also, lists of philosophy and goal statements, enrichment strategies, acceleration plans, strategies for teaching creative and critical thinking, and other central matters are described. Curriculum models that direct program planning and models that guide program evaluation also reviewed. In most cases, an underlying theory, or at least a good rationale, accompanies the strategies and suggestions. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
(Source: preface)
Publisher
Prentice-Hall, Inc
Place
Englewood Cliffs, NJ
Loc. in Archive
617673243; 1989-97402-000
Extra
Pages: Chapter xiii, 480 Pages
Publication Title: Education of the gifted and talented (2nd ed.)
abstractTranslation: Este texto fue preparado como una introducción al apasionante campo de la educación de superdotados. Es adecuado para lectores universitarios de pregrado y posgrado, para maestros en servicio en escuelas primarias o secundarias, para psicólogos, consejeros y administradores escolares, y para padres de esos niños y adolescentes superdotados brillantes pero a menudo aburridos e ignorados. El texto proporciona una introducción, a veces en profundidad, a prácticamente todos los aspectos de la planificación y el desarrollo del programa, desde (a) formalizar una declaración de filosofía, fundamento, metas y objetivos, hasta (b) identificar a los estudiantes, (c) esbozar actividades de aceleración y enriquecimiento basadas en la teoría, y (d) evaluar los programas en curso hasta los completados. A menudo, los formularios de calificación específicos y los cuestionarios para su identificación o evaluación se presentan como modelos que pueden inspirar la creación de instrumentos específicos y relevantes para el programa. Además, se describen listas de filosofía y declaraciones de metas, estrategias de enriquecimiento, planes de aceleración, estrategias para enseñar el pensamiento creativo y crítico, y otros asuntos centrales. También se revisaron los modelos de currículo que dirigen la planificación de programas y los modelos que guían la evaluación de programas. En la mayoría de los casos, una teoría subyacente, o al menos una buena justificación, acompaña a las estrategias y sugerencias. (Registro de la base de datos PsycINFO (c) 2016 APA, todos los derechos reservados) (Fuente: prefacio)
Notas
TOCDataText - (Abbreviated); Preface; Giftedness: An introduction; Characteristics of gifted students; Program planning; Identifying gifted and talented students; Acceleration; Early admission to kindergarten or first grade; Grade-skipping; Subject-skipping; College courses in high school; Grouping and counseling; Enrichment; Learning centers; Field trips; Summer programs; Academic decathlon; Mock court; Curriculum models; Affective learning and leadership; The self concept; An affective, humanistic curriculum; Materials and strategies for encouraging affective growth; Leadership training; Creativity I: The creative person, creative process, and creative dramatics; Creativity II: Teaching for creative growth; Creative thinking techniques; Strengthening creative abilities; Teaching thinking skills; Indirect teaching, direct teaching and metacognition; Critical thinking; Selecting thinking skills exercises and materials; Culturally different and economically disadvantaged children: The invisible gifted; Underachievement: Diagnosis and treatment; Family etiology; School etiology; The cultural underachievement of females; Educating gifted females; The handicapped gifted child; High-level, abstract thinking skills; Parenting the gifted child; The "who's in charge?" problem; Peer pressure; Parent support groups; Program evaluation; Evaluating the written plan versus actual activities; Performance contracting; References; Author index; Subject index
PubXState - NJ
Última actualización - 2017-09-25
Fecha de revisión - 19890101
Citación
Davis, G. A., & Rimm, S. B. (1989). Education of the gifted and talented (2nd ed.). Prentice-Hall, Inc. APA PsycInfo® (617673243; 1989-97402-000). https://www.proquest.com/books/education-gifted-talented/docview/617673243/se-2?accountid=15299