Identification of Students for Gifted and Talented Programs

1. Auflage 2004
ISBN: 978-1-4129-0428-5
Verlag: Corwin

Buch, Englisch, 184 Seiten, Format (B × H): 178 mm x 254 mm, Gewicht: 362 g

Reihe: Essential Readings in Gifted Education Series

The expert guide to the major challenges and promising developments in the identification of gifted and talented students!

Focusing on one of the most widely discussed and debated topics in the field, Identification of Students for Gifted and Talented Programs presents a cross-section of the most noteworthy theories and practices the leading experts in giftedness and talent identification have to offer.

Key features include:

- An in depth review of the literature and commentary from Joseph S. Renzulli, Director of the National Research Center on the Gifted and Talented - Fourteen seminal articles from highly respected educators and researchers in the field of gifted education - Numerous research-based identification policy and procedure recommendations, including the use of both test and non-test criteria

Presented in a straightforward, no-nonsense fashion, the key research, ideas, and concepts in this ready-reference lend both wisdom and clarity to the pressing issues surrounding gifted and talented student identification; leading to enlightened policies and more effective practices.

The ERGE Series:

The National Association for Gifted Children series Essential Readings in Gifted Education is a 12-volume collection of seminal articles from Gifted Child Quarterly. Put the knowledge and power of more than 25 years of research on giftedness and talent into your hands with the leading theories, studies, and findings the experts in the field have to offer.

Autoren/Hrsg.

Renzulli, Joseph S.

Reis, Sally M.

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik Hochbegabtenförderung

Inhaltsverzeichnis

About the Editors
Series Introduction - Sally M. Reis
Introduction to Identification of Students for Gifted and Talented Programs - Joseph S. Renzulli
1. Is Any Identification Procedure Necessary? - Jack W. Birch
2. Myth: There Must be "Winners" and "Losers" in Identification and Programming! - Carolyn M. Callahan
3. The Role of Creativity in the Identification of the Gifted and Talented - E. Paul Torrance
4. Identifying Young, Potentially Gifted, Economically Disadvantaged Students - James H. Borland, Lisa Wright
5. Nonentrenchment in the Assessment of Intellectual Giftedness - Robert J. Sternberg
6. Lies We Live By: Misapplication of Tests in Identifying the Gifted - Robert J. Sternberg
7. Myth: The Gifted Constitutes 3-5% of the Population - Joseph S. Renzulli
8. The Legacy and Logic of Research on the Identification of Gifted Persons - Joseph S. Renzulli, Marcia A. B. Delcourt
9. Problems in the Identification of Giftedness, Talent, or Ability - John F. Feldhusen, J. William Asher, and Steven M. Hoover
10. Cognitive Profiles of Verbally and Mathematically Precocious Students: Implications for Identification of the Gifted - Camilla Persson Benbow, Lola L. Minor
11. Screening and Identifying Students Talented in the Visual Arts: Clark's Drawing Abilities Test - Gilbert Clark
12. The Characteristics Approach: Identification and Beyond - Sylvia Rimm
13. The Influence of Identification Practices, Race and SES on the Identification of Gifted Students - Jamieson A. McKenzie
14. Labeling Gifted Youngsters: Long-term Impact on Families - Nicholas Colangelo, Penny Brower
Index

Über Autor(innen)

Reis, Sally M.
Sally M. Reis is a professor and the department head of the Educational Psychology Department at the University of Connecticut where she also serves as principal investigator of the National Research Center on the Gifted and Talented. She was a teacher for 15 years, 11 of which were spent working with gifted students on the elementary, junior high, and high school levels. She has authored more than 130 articles, 9 books, 40 book chapters, and numerous monographs and technical reports. Her research interests are related to special populations of gifted and tal-ented students, including: students with learning disabilities, gifted females and diverse groups of talented students. She is also interested in extensions of the Schoolwide Enrichment Model for both gifted and talented students and as a way to expand offerings and provide general enrichment to identify talents and potentials in students who have not been previously identified as gifted. She has traveled extensively conducting workshops and providing profes-sional development for school districts on gifted education, enrichment programs, and talent development programs. She is co-author of The Schoolwide Enrichment Model, The Secondary Triad Model, Dilemmas in Talent Development in the Middle Years, and a book published in 1998 about women’s talent development titled Work Left Undone: Choices and Compromises of Talented Females. Sally serves on several editorial boards, including the Gifted Child Quarterly, and is a past president of the National Association for Gifted Children.

Renzulli, Joseph S.
Joseph S. Renzulli is professor of educational psychology at the University of Connecticut, where he also serves as director of the National Research Center on the Gifted and Talented. His research has focused on the identification and development of creativity and giftedness in young people and on organizational models and curricular strategies for total school improvement. A focus of his work has been on applying the strategies of gifted education to the improvement of learning for all students. He is a fellow in the American Psychological Association and was a consultant to the White House Task Force on Education of the Gifted and Talented. He was recently designated a Board of Trustees Distinguished Professor at the University of Con­necticut. Although he has obtained more than $20 million in research grants, he lists as his proudest professional accomplishments the UConn Mentor Connection program for gifted young students and the summer Confratute program at UConn, which began in 1978 and has served thousands of teachers and administrators from around the world.