"Introduction PART I: On Being Gifted and Adolescent On Being
Gifted and Adolescent: An Overview Chapter 1: Conceptions of
Giftedness in Adolescence Adolescence Conceptions of Giftedness A
Holistic, Developmental Framework Conclusion Questions for
Discussion References Chapter 2: Identity and Career Development in
Gifted Students Cultural and Historical Events Shaping the Lives of
Gifted Youth Erikson’s Theory of Psychosocial Development Marcia’s
Theory of Identity Formation Recent Research on Identity Formation
in Gifted Youth Identity Formation in Females Identity and Needs of
Diverse Students Identity Development in Gifted Adolescents Career
Development of Gifted Adolescents Implications for Secondary
Educators Questions for Discussion References Chapter 3: Responding
to Concerns Related to the Social and Emotional Development of
Gifted Adolescents Contexts: Family, Friends, School, Culture
Definitions and Perspectives Two Conflicting Views Counseling
Conclusion Questions for Discussion References Chapter 4: Gender,
Adolescence, and Giftedness Sally M. Reis & Amy H. Gaesser Typical
Gender Role Identity Issues Encountered in Adolescence Gender,
Adolescence, and Giftedness Social and Emotional Factors and Gender
Teacher Attitudes and Gender Gender Differences in Education,
Career, and Family Implications for Parents, Teachers, and
Counselors Related to Gender, Adolescence, and Giftedness Summary
Questions for Discussion References Chapter 5: Being Gifted and
Adolescent: Issues and Needs of Diverse Students Frank C. Worrell
Background and Definitions Disproportional Representation of
Diverse Groups in GATE Programs Research on Diverse Adolescents
Cultural Identities and Achievement Social and Emotional Concerns
The Role of Appropriate Education in Adolescence Implications for
Researchers, Teachers, Counselors, and Parents Questions for
Discussion References Chapter 6: The Twice-Exceptional Adolescents:
Who Are They? What Do They Need? Susan M. Baum, Sara Renzulli, &
Mary G. Rizza Who Are Twice-Exceptional Students? What Is it Like
to be Twice-Exceptional? The Problem Meeting the Needs of
Twice-Exceptional Adolescent Students The Comprehensive Plan
Conclusion Questions for Discussion References Chapter 7:
Understanding Gifted and Talented Adolescents’ Motivation Helen
Patrick, Marcia Gentry, Jennifer D. Moss, & Jason S. McIntosh
Conceptualizing Motivation Beliefs That Explain Motivation
Achievement Goal Orientations Supporting the Motivation of Gifted
and Talented Adolescents Questions for Discussion References PART
II: Talent Development in Adolescence Talent Development in
Adolescence: An Overview Sidney M. Moon Chapter 8: Understanding
Elite Talent in Academic Domains: A Developmental Trajectory From
Basic Abilities to Scholarly Productivity/Artistry Linda Jarvin &
Rena F. Subotnik Introduction to the Talent Development Approach
Rationale for the Approach Description and Discussion of the SP/A
Talent Development Approach Related Resources Conclusions and
Implications Questions for Discussion References Chapter 9:
Matching Potential and Passion Leads to Promise: A Model for
Educating Intellectually Talented Youth Jonathan Wai The SMPY Model
Implications of the SMPY Model Conclusion Related Resources
Questions for Discussion Acknowledgments References Chapter 10: The
Role of Out-of-School Programs in Talent Devleopment for Secondary
Students Paula Olszewski-Kubilius A Psychological Perspective on
Talent Development A Developmental Stage Model of Talent
Development That Guides Out-of-School Programming Rationale for
Out-of-School Programming for Talented Adolescents Domain-Specific
Considerations Developmental and Diversity Considerations Empirical
Support for the Effects of Out-of-School Programs on the
Development of Talent Strengths and Weaknesses of Our Theoretical
Framework Implications for Practice Questions for Consideration
Acknowledgments
Additional Resources References PART III: What Schools Can Do What
Schools Can Do: Provide Rigorous Curriculum: An Overview Felicia A.
Dixon Chapter 11: The Art and Science of Teaching English to Gifted
Secondary Students Felicia A. Dixon Review of Literature Review of
Nonempirical Literature on Gifted Students in English Secondary
Gifted Education Delivery Models Common Core State Standards and
21st-Century Skills Appropriate Strategies for Secondary Verbally
Gifted Students Examples of Lessons Appropriate for Gifted Students
Conclusion Questions for Discussion References Chapter 12: Social
Studies in Gifted Education Kenneth G. Stuart Introduction The
Social Studies Discipline Alignments With STEM, Standards, and
Skills Challenging Curriculum for Middle and High School Students
Strategies to Impart Curriculum Appropriate Assessment Conclusion
Questions for Discussion References Appendix 12.1: 20th-Century
Role-Playing Debates Appendix 12.2: Essay Criteria Appendix 12.3:
Assessment Criteria for Scholarly Projects Chapter 13: Guiding
Gifted Students Toward Science Expertise Shelagh Gallagher
Theoretical Rationale: Science and Scientists Empirical Research:
Gifted Students’ Preparation in Science Science Differentiation,
Participation, and Achievement Among Gifted Students Creating an
Optimal Science Program for Gifted Students Curriculum Examples
Science Instruction Assessment Challenges to Change Facing the
Future Questions for Discussion References Appendix 13.1:
Recommended Readings From the Chapter Chapter 14: Technology
Education for High-Ability Students Carl Heine, James Gerry, &
Laurie S. Sutherland Developing High-Ability Technologically
Talented Teens Beyond Using Technology to Creating Technology
Technology Innovation Learning Opportunities: Curricular,
Extracurricular, and Self-Initiated Talent and Technology
Technology and Educational Standards Technology Development in
School Developing High-Ability, Technologically Talented
Adolescents Summary Questions for Discussion References Chapter 15:
Engineering Education for High-Ability Students Branson D.
Lawrence, Jr., Diane L. Hinterlong, & Laurie S. Sutherland
Theoretical Rationale Concerning Teaching Adolescents and
Engineering Integration Within and Beyond the STEM Framework Review
of Current Empirical Literature Alignment With STEM, Common Core
State Standards, Content Standards, and 21st-Century Skills
Challenging Curriculum: Middle School and High School Engineering
Education Programs for Students: Gifted, Talented, Motivated, and
High Achieving Strategies Used to Impart Curriculum: Middle and
High School Appropriate Assessment Questions for Discussion
References Chapter 16: Secondary Mathematics for High-Ability
Students Scott A. Chamberlin & Christine Brunko Schultz
Introduction Learning for the Sake of Learning Mathematics Review
of Current Empirical Literature Challenging Middle and High School
Curriculum and Its Implementation in Mathematics Strategies Used to
Impart Curricula: Middle and High School Summary of Instructional
Strategies to Impart Curricula Final Issues Questions for
Discussion References PART IV: What Schools Can Do What Schools Can
Do: Provide Support Services: An Overview Felicia A. Dixon Chapter
17: Special Schools for the Gifted and Talented Michael F. Sayler
University-Based Special Schools Nonuniversity-Based Special
Schools Conclusion Questions for Discussion References Chapter 18:
Advanced Placement Carolyn M. Callahan Introduction Assumptions
About Teaching and Learning Theoretical Rationale The Empirical
Evidence of AP Effectiveness Alignment With STEM, Common Core State
Standards, Content Standards, and 21st-Century Skills Level of
Challenge in Advanced Placement Assessment Online Options
Unintended Consequences Questions for Discussion References Chapter
19: Leadership Development for High-Ability Secondary Students
Catherine A. Little & Kelly L. Kearney Rationale for Leadership
Curriculum and Programming Key Conceptual Tensions and Questions
About Youth Leadership Development Empirical Evidence on Youth
Leadership Development Linkages to Other Current Educational
Initiatives and Trends Curriculum for Leadership Development
Learning Contexts and Instructional Strategies Appropriate
Assessment Questions for Discussion References Chapter 20:
Secondary Affective Curriculum and Instruction for Gifted Learners
Joyce VanTassel-Baska, Jason S. McIntosh, & Kelly L. Kearney Review
of Relevant Theory and Research The Integrated Curriculum Model as
a Framework for Affective Curriculum Emotional Intelligence The
Emotional Intelligence Framework Summary of Lessons Strategies for
Working With Gifted Secondary Learners on Affective Issues
Organizing Secondary Curriculum Options Implementation Issues
Conclusion Questions for Discussion References Chapter 21:
Counseling High-Ability Adolescents in School Barbara A. Kerr
Counselors Stages of Intervention: The Counseling Laboratory
Approach Planning for College—or Alternatives Helping Students With
Social and Emotional Difficulties Questions for Discussion
References PART V: What Teacher Education Can Do What Teacher
Education Can Do: Provide Expertise and Direction: An Overview
Felicia A. Dixon Chapter 22: Preparing Teachers to Work With
High-Ability Youth at the Secondary Level: Issues and Implications
for Licensure Ann Robinson & Penny Kolloff Glenn’s High School
Story Middle School Conversations at Jefferson Purpose Literature
on Teacher Preparation in Gifted Education From Input Systems to
Output in Teacher Preparation: A Short History Outcomes and
Assessments for Teacher Preparation: Implications for Secondary
Teachers Recommended Secondary Content and Resources for Teacher
Preparation Programs Alignment of the Outcomes and the Assessments
Conclusion Questions for Discussion References Chapter 23:
Professional Development for the Education of Secondary Gifted
Students Mary L. Slade, Peggy A. Dettmer, & Teresa N. Miller
Scenario Defining Professional Development Standards for
Professional Competency Rationale for Professional Development
Purposes and Goals of Professional Development Determining the
Professional Needs of Participants Professional Development
Principles and Components Topics for Professional Development
Diversity Issues in Professional Development Professional
Development in an Online Environment Evaluation, Follow-Up, and
Follow-Through of Professional Development Conclusion Questions for
Discussion References Chapter 24: Superintendents, Principals, and
Counselors: Facilitating Secondary Gifted Education Susannah M.
Wood & Jean S. Peterson Superintendents Principals School
Counselors Professional Development Conclusion Questions for
Discussion References About the Authors Index "
Felicia A. Dixon, Ph.D. is associate professor of educational psychology at Ball State University. She directs the master's degree program in educational psychology and the license/endorsement program in gifted education. She received her doctorate from Purdue University and specializes in gifted education. Author of more than 30 articles and chapters, Dr. Dixon received the Early Scholar Award from NAGC in 2004. She is a member of the board of directors of National Association for Gifted Children and is chairperson of the Task Force on Secondary Gifted Education of NAGC.
The scope is ambitious yet at no point does the text lose site of the theoretical cohesion or practical applicability that characterize genuinely inspired interpretations of research. Regardless of whether or not a reader shares all of the views presented by these authors, he or she will undoubtedly come away from this book feeling considerably more informed about the central issues of gifted secondary education and more capable of serving the needs of gifted adolescents.,Davidson Institute for Talent Development, 1/1/06
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