Names/Terms You Should Know from the field of Education for the Gifted

Chapter 1 Who Are the Gifted Learners

Names

Wilhelm Stern, introduced the concept of the I,Q.

Alfred Binet, pioneer in the development of measures of intelligence

Lewis Terman, researcher/scholar in expression of creativity

Jean Piaget, Stages of intellectual development and growth

J. P. Gilford, Structure of the Intellect

Benjamin Bloom, Stages of Affective and Cognitive Development

Howard Gardner, Theory of Multiple Intelligences

Robert Sternberg, Harvard professor, Definition of intelligence

J. M. Hunt, the problem of the match (most stimulating circumstances at crucial points of dev)

J. Hawkins, neocortex of brain (cerebrum), true seat of intelligence: prediction

M. Diamond, neuroscientist, research about intelligence a function of the brain

Sidney Marland, former Commissioner of Education, 1972 definition of gifted/talented

Terms

Intelligence

Neuroscience

Four Functional Areas of the Brain

Neuron

Synapse

Glia

The “Gifted” brain

Talent Development

Chapter 2 Developing Giftedness

Names

N. Roberson, developing mental abilities, research about gifted children with siblings

M. Gross, Developing intellectual skills

Linda Silverman, Univ. of Denver, Center for Gifted Studies, counseling the gifted

N. Chomsky, Language Acquisition Device, visual language experiences

Sylvia Rimm, Parenting gifted children

Terms

Highly Gifted

Profoundly Gifted

The Columbus Group

Brain Plasticity

Chapter 3 Supporting Social-Emotional Growth of Gifted Learners

L. Hollingworth

D. Lovecky

P. L. Hewett and G. I. Fleet

K. L. Neumeister

Abraham Maslow

Lawrence Kohlberg

E. H. Erickson

K. Dabrowski

T. L. Cross

P. Dettmer

Terms

Emotional Intelligence

Limbic area of the brain

Affective Development

Rational mind

Emotional mind

Locus of Control

Entelechy

Perfectionism (types of)

Role Playing

Chapter 4 Integrating Creativity and Giftedness

Names

Robert Sternberg

Joseph Renzulli

John C. Gowan

M. Csikszentmihalyr

J. P. Gilford

E. Paul Torrance

M. D. Mumford

M. Runco

Abraham Maslow

T. M. Amabile

M. T. Miliora

G. Wallas

Terms

Creativity (al la Gowan)

Creativity (holistic definition)

Divergent Thinking

Convergent Thinking

C. P. C.

The Torrance Test of Creative Thinking

Chapter 5 Educating the Gifted Learner

(1)Equality in Education for gifted learners is progressing at the individual’s own pace.

(2)Van Tassel-Baska (158)

(3)Important dates in development of Gifted/Talented Education

  1. 1916
  2. 1921
  3. 1942
  4. 1954
  5. 1958
  6. 1963
  7. 1970
  8. 1972
  9. 1975
  10. 1978
  11. 1988
  12. 1994
  13. 2002-No Child Left Behind
  14. 2004
  15. 2011Neurogenesis, neuroplasticity

(4)The Marland Report

(5)A Nation Deceived (Colangelo, Assouline, & Gross)

(6)Individual States interpretation of Gifted Education

(7)Egalitarianism

(8)Ross (1993) clash of ideas

(9)Sternberg (1996) definition of Egalitarianism

(10)Educational practices for the upper 2% of the achievement level students

(11)Six misconceptions about gifted education

  • All children are gifted
  • Gifted children are not at risk
  • Giftedness easily can be measured by intelligence and achievement tests
  • A good teacher can teach any student, etc.
  • If you can accelerate the curriculum for all students, you do not need programs for gifted learners
  • You can really learn something when you teach it

(12)Flexible Grouping

Chapter 6 Assessing and Identifying Gifted Learners

  1. Identification of gifted by classroom behaviors in 5 areas of ability
  2. Cognitive ability
  3. Academic ability
  4. Creative ability
  5. Leadership skills
  6. Visual or performing arts ability
  1. Steps in identification and referral of potentially gifted students (Figure 6.2)
  2. Challenges in the screening processes (188)
  3. (Table 6.1)
  4. Otis-Lennon Mental Ability Test (190)
  5. M. R. Coleman, J. J. Gallagher, and A. Foster (193)
  6. Test that you should know
  7. Stanford-Binet Intelligence Scale
  8. Wechsler Intelligence Scales
  9. Purdue Rating Scale
  10. See MAGC list of assessment instruments
  11. Alternative, Authentic, and Performance-Based Assessment
  12. Reuven Feuerstein (197, 200)
  13. Sternberg (197)
  14. C.M. Callahan (201)
  15. D. Goleman and emotional intelligence (201)
  16. Measuring Academic Ability
  17. Iowa Test of Educational Development (ITED)
  18. Kaufman Assessment Battery
  19. SAT
  20. Torrance Tests of Creative Thinking
  21. J. Piirto (two different groups of creativity assessment)
  22. Scale for Rating the Behavioral Characteristics of Superior Students (204)
  23. L. Abel, C. M. Callahan, and S. Hunsuker (205) Recommendations for Identification

Chapter 7 Being Culturally responsive and Gender Sensitive

  1. Cultural Identity/Cultural Pluralism (212-214)
  2. SED (211)
  3. Multicultural Education (212-214
  4. OCR (213)
  5. Global Education (214)
  6. A. W. Boykin ((217)
  7. Asa Hillard (218)
  8. Learning opportunities for:
  9. African American Learners (218)
  10. American-Indian Learners (219)
  11. Asian-American learners (220)
  12. Hispanic-American Learners (221)
  13. Similarities/differences among these learners
  14. Implications of teachers of gifted students from diverse cultures (222)
  15. Identification of culturally diverse gifted learners (225)
  16. Commonly used standardized I.Q> tests and non-verbal tests for screening (227)
  17. D. E. Lohman (228-229)
  18. Behavioral identification process (229)
  19. Means of Compensation for culturally diverse gifted students (234-235)
  20. Traits of Low SED gifted students (236-237)
  21. Interventions (239-240)
  22. Male and Female differences-brain anatome and learning (242-244)
  23. “Jane’s story” implications (246)
  24. Barriers to equality at home, at school (248)
  25. Cultural and Achievement gaps (256-257)
  26. L. Silverman (250-251)
  27. GLBT gifted students (255)

Chapter 8 Including Exceptionality and Underachivement

  1. Characteristics of GLD students (263-264)
  2. Self-feeicacy as it relates to the GLD student (264)
  3. Twice-exceptional (264)
  4. ADHD GLD students (264)
  5. Asperger’s Syndrome and the gifted child (264-265)
  6. Problems associated with identity as a person with a learning disability
  7. LD students (266-267)
  8. Silverman’s ideas on GLD or GD student identification (267)
  9. “Mike” (269)
  10. Suggestions for serving GD students (270)
  11. Seeley & Van Tassel-Baska percentages (270)
  12. Two types of underachievers (270)
  13. Underachievement definition (271)
  14. Characteristics of underachievement (Figure 8.1, 272)
  15. “Rich” (273
  16. Difference in underachievement for boys and girls (274)
  17. Difference in families of high and under achievers (275)
  18. Teacher behaviors which contribute to underachievement (276)
  19. Methods of dealing with underachievement at home and at school (277, 279)

Chapter 9 Exploring Effective programs and Services for Gifted Learners

  1. Explain the problems in the Gifted Program discussed on page 338.
  2. What is the difference between “Enrichment” and “Acceleration”? pp. 290-293
  3. Identify and describe 3 types of grouping for gifted students. P. 388
  4. Cluster
  5. Heterogeneous/homogeneous
  6. Flexible
  7. Three Types of Gifted Learners p. 287
  8. Using Figures 9.1, 9.3 and 9.4, describe Bloom’s Taxonomy and the Cognitive Domain.
    p. 292 & p. 298
  9. What is the Affective Domain? Why is it relevant in educating the Gifted learner? p. 299
  10. Review Figure 9.2 for necessary elements of all programs for gifted learners p. 289
  11. What is tracking? P. 297
  12. Review ability grouping and flexible grouping. p. 295-296
  13. Describe the School-wide Enrichment Model (S.E.M.). p. 300-301
  14. Review other models of gifted education
    Kaplan’s Grid, p. 302-303
    Autonomous Learner Model, p. 303-304
    Multiple Intelligence Model, p. 305

Parallel Curriculum Model (PCI), p. 306

  1. Review different program options, p. 308-324
    Elementary School
    Middle/High School
    Response to Intervention (RtI) Model, p. 324-325
  2. Note summary of findings from recent brain research, Figure 9.7. p. 330-331
  3. When is homeschooling a viable option? P. 337

Chapter 10 Developing Effective Programs for Gifted and Talented Education

  1. Seven actions to develop an effective gifted program (343-345)
  2. Standards for Gifted and Talented Programs (345)
  3. NAGC Pre-K–12 organizing principles (346)
  4. NAGC recommends that these 8 standards be included in programs for gifted education and talent development (346)
  5. Be aware of Characteristics and Behaviors for successful teachers of the Gifted

(Figure 10.1, 350-351)

  1. Know findings of the 1996 National Research Center on Gifted and Talent(352)
  2. Council of State Directors of Programs for the Gifted (33 of 42 responding states reported offering programs that culminate in one or more graduate degrees with an emphasis in education of gifted learners (353)
  3. Standards adapted in1995 by NAGC for graduate programs in education of the gifted (353)
  4. Recommendations for effective inservice (355), Note #7
  5. Findings of Coleman, Gallagher, & Foster about coordinator of gifted education (357)
  6. Figure 10.2 is a description of a “ideal” District GATE Coordinator (358)
  7. The case study of Jane, teacher of the gifted (360)
  8. Colangelo’s counseling approach in working with gifted learners (367)
    The school environment is the key
  9. Problems and Issues Unique to Gifted Learners (Figure 10.3, 368)
  10. Davis and Rimm’s findings about problems of gifted learners (369)
  11. Stages of the Purdue Model
  12. What concepts does Delisle program BIASED include? (370)
  13. Research finding that 84% of members of the general population and 90% of parents of school-age children would support funding of a more challenging education of the smartest and most gifted children (372)
  14. Considerations in the evaluation of programs for the gifted (376) See Figure 10.6 (377)
  15. Grades (not evaluations) and the reasons for giving them (378)