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CONTENTS Introduction xv by Felicia A. Dixon & Sidney M. Moon PART 1: ON BEING GIFTED AND ADOLESCENT 1. Conceptions of Giftedness in Adolescence 7 by Sidney M. Moon & Felicia A. Dixon Adolescence 7 Conceptions of Giftedness 8 A Holistic, Developmental Framework 23 Conclusion 30 References 30 2. Identity and Career Development in Gifted Students 35 by Thomas P. H¿bert & Kevin R. Kelly Erikson's Stages of Psychosocial Development 37 Erikson's Theory of Identity Development 38 Marcia's Theory of Identity Formation 39 Identity Formation in Females 41 Identity in Racially Diverse Populations 44 Identity Development in Gifted Adolescents 46 Career Development of Gifted Adolescents 50 Implications for Secondary Educators 57 References 60 3. Social-Emotional Development of Gifted Adolescents 65 by Susan G. Assouline & Nicholas Colangelo Definitions and background 66 Counseling and social-emotional development of gifted students 67 Teenage environment-Family, friends, and school 67 Self-concept 71 College/Career Counseling with Gifted Students 75 Multipotentiality 75 Underachievement 77 Gifted Students with Disabilities 80 Summary 82 References 82 4. Gender, Adolescence, and Giftedness 87 by Sally M. Reis Gender Role Identity Issues 89 Gender, Adolescence, and Giftedness 89 Teacher Attitudes and Gender 95 Research about Gender, Giftedness, and Adolescence 98 Implications for Parents, Teachers, and Counselors Related to Gender and Adolescence 101 References 106 5. Being Gifted and Adolescent: Issues and Needs of Students of Color 113 by Donna Y. Ford & James L. Moore III Background and Definitions 113 Culture: A Brief Overview 116 Socio-emotional Issues Facing Gifted Students of Color 121 Psychological Issues Facing Gifted Students of Color: African Americans as a Case in Point 124 Implications and Recommendations for Educators and Parents 129 Summary 132 References 133 6. The Twice-Exceptional Adolescents: Who Are They? What Do They Need? 137 by Susan M. Baum, Mary G. Rizza, & Sara Renzulli Who are Twice-exceptional Students? 138 What Is it Like to Be Twice-Exceptional? 140 The Problem 141 Meeting the Needs of Twice-Exceptional Adolescent Students 153 The Comprehensive Plan 155 Conclusion 160 References 161 7. Motivation and Gifted Adolescents 165 by Helen Patrick, Marcia Gentry, & Steven V. Owen Motivated and Gifted Adolescents 165 Developmental Issues of Adolescence 167 Understanding and Explaining Motivation: Theories and Research 170 Gifted Students' Motivational Beliefs and Implications of those Beliefs 181 Issues and Directions for Future Research 188 References 189 PART 2: TALENT DEVELOPMENT IN ADOLESCENCE 8. Understanding Elite Talent in Academic Domains: A Developmental Trajectory From Basic Abilities to Scholarly Productivity/Artistry 203 by Linda Jarvin & Rena Subotnik Introduction to the Academic Talent Domain 203 Domain-Specific Characteristics of Academically Talented Adolescents: Components of a Developmental Trajectory Model 207 Domain-Specific Talent Facilitators 214 Domain-Specific Talent Inhibitors 215 Domain-Specific Talent 215 Development Opportunities 215 Appendix A: Internet Resources 217 References 218 Author Note 220 9. Development of Visual Arts Talent in Adolescence 221 by F. Robert Sabol Introduction to Talent in the Visual Arts 221 Defining Talent in the Visual Arts 222 Characteristics of Adolescents Talented in the Visual Arts 224 Visual Arts Talent Facilitators 231 Visual and Performing Arts Talent Inhibitors 233 Visual Arts Talent Development Opportunities 239 Conclusion 244 References 244 10. Personal and Social Talent Development 249 by Sidney M. Moon & Karen Ray Personal Talent 251 Assessing Personal Talent 251 Personal Talent Development 255 Social Talent Development 261 Conclusion 273 References 273 11. Talent Development in Sports 281 by Jacques H. A. van Rossum & Fran¿oys Gagn¿ The Differentiated Model of Giftedness and Talent 282 The Talent Development Trio 285 The Trio of Catalysts 291 What Makes the Difference? 302 Conclusion 309 References 311 PART 3: WHAT SCHOOLS CAN DO 12. Critical Thinking: A Foundation for Challenging Content 323 by Felicia A. Dixon Theoretical Rationale 326 The Adolescent Experience and Thinking 327 Review of Current Empirical Literature 329 Strategies 332 Conclusion 339 References 340 13. Creative Thinking 343 by Cheryll M. Adams & Rebecca L. Pierce Adolescence and Adolescents' Need for Creative Expression 343 Theoretical Rationale for Teaching Creativity to Gifted Adolescents 344 Review of the Current Empirical Literature 347 Challenging Curriculum 348 Strategies Used to Impart Curriculum 351 Appropriate Assessment 354 Final Thoughts 357 References 357 14. Secondary English for High-Ability Students 363 by Felicia A. Dixon Theoretical Rationale 365 Review of Current Empirical Literature 367 Focus of This Chapter 372 Appropriate Strategies for Secondary Verbally Gifted Students 372 Conclusion 390 References 390 15. "Pulling the Cat's Tail" in Social Studies and History Classrooms 393 by William J. Stepien & William C. Stepien Student Attitudes Toward Social Education 394 The Primary Purpose of Social Studies and History Education 394 The Process of Inquiry 396 Characteristics of Gifted Learners 399 "Pulling the Cat's Tail" 401 Standards Affecting Quality 401 Differentiation in Social Studies and History 404 Constructivist Methodology 410 Problem-Based Learning 412 Conclusion 423 Reference List 424 16. Guiding Gifted Students Toward Science Expertise 427 by Shelagh Gallagher Theoretical Rationale 428 Empirical Research 432 Curriculum Examples: Middle School 441 Curriculum Examples: High School 444 Picking Among the Projects 448 Instruction in Middle and High School 449 Assessment 450 Advanced Placement, International Baccalaureate, and the National Research Council 451 Challenges to Change 452 Facing the Future 454 References 454 17. Secondary Mathematics for High-Ability Students 461 by Scott A. Chamberlin Rationale for Challenging High Level Mathematicians 461 Definition of Mathematical Giftedness 462 Theoretical Rationale for Teaching Mathematics to Gifted Adolescents 462 Review of Current Empirical Literature 464 Middle School and High School 467 Teaching Strategies 467 Challenging Curricula for Middle School and High School 470 Sample Plan of Study for Gifted Math Students 472 Conclusion 476 References 476 18. Secondary Affective Curriculum and Instruction for Gifted Learners 481 by Joyce VanTassel-Baska Review of Relevant Theory and Research 482 The Integrated Curriculum Model as a Framework for Affective Curriculum 484 Emotional Intelligence 485 Sample Lesson Design #1 486 Sample Lesson Design #2 487 Sample Lesson Design #3 489 Sample Lesson Design #4 490 Summary of Lessons 490 Writing About Emotions 491 Strategies for Working With Gifted Secondary Learners on Affective Issues 491 A Model Lesson: The Socratic Seminar Approach 492 Model Lesson:Literature/Arts Web 494 Model Lesson: Problem-Based Learning (PBL) 496 Organizing Secondary Curriculum Options 497 Conclusion 500 References 501 19. Secondary Program Models and the Evaluation of Secondary Programs 505 by Carolyn M. Callahan Categories and Descriptions of Models 507 Research and Evaluations of Effectiveness 516 Selecting Options for Gifted Programs 522 References 523 20. Extracurricular Activities 527 by Eric Calvert & Eric Cleveland General Effects 528 Types of Extracurricular Activities 530 Competition 536 Extracurricular Activities in the College Portfolio 537 Finding Balance 539 Extracurricular Activities and Gifted Students: Recommendations for Educators 541 Future Directions 542 Organizations and Resources on the Web 544 References 545 21. Special Schools for the Gifted and Talented 547 by Michael F. Sayler Special Schools for the Gifted 548 Conclusions 556 References 557 PART 4: WHAT TEACHER EDUCATION CAN DO 22. Teachers of Secondary Gifted Students What Makes Them Effective 567 by Julia Roberts Characteristics and Practices of Effective Teachers 568 Research on Teacher Effectiveness 570 National Concern About Secondary Teaching 572 What Effective Teachers of Gifted Students Need to Know, Understand, and Be Able to Do 574 Recommendations 577 References 579 23. Preparing Teachers to Work With High-Ability Youth at the Secondary Level: Issues and Implications for Licensure 581 by Ann Robinson & Penny Britton Kolloff Glenn's High School Story 581 Middle School Conversations at Jefferson 582 Purpose 583 Literature on Teacher Preparation in Gifted Education 584 From Input Systems to Output Systems in Teacher Preparation: A Short History 589 Outcomes and Assessments for Teacher Preparation: Implications for Secondary Teachers 590 Recommended Secondary Content and Resources for Teacher Preparation Programs 591 Alignment of the Outcomes and the Assessments 605 24. Professional Development for the Education of Secondary Gifted Students 611 by Peggy A. Dettmer, Mary S. Landrum, & Teresa N. Miller Scenario 611 Defining Professional Development 612 Guidelines for Expected Competencies 614 Professional Development Components 615 Rationale for Professional Development 616 Purposes and Goals of Professional Development 617 Determining the Professional Needs of Potential Professional Development Participants 619 Participant Involvement in Planning 620 Professional Development 620 Topics for Professional Development 625 Diversity Issues in Professional Development 627 Models and Methods of Professional Development 628 Rural Area Professional Development 633 Formats and Techniques for Professional Development 634 Evaluation, Follow-Up, and Follow-Through of Professional Development 637 Sample Professional Development Plans 640 Example One 640 Example Two 641 Example Three 642 Conclusion 643 References 645 25. Superintendents, Principals, and Counselors Facilitating Secondary Gifted Education 649 by Jean Peterson Superintendents 650 Principals 653 School Counselors 662 Conclusion 667 References 668 About the Authors 673 Index 683
Library of Congress Subject Headings for this publication:
Gifted children -- Education (Secondary) -- United States -- Handbooks, manuals, etc.