CONTENTS

Acknowledgements xviiChronological table of reprinted articles and chapters xx

Introduction 1

VOLUME I

PART 1

Rationale and purposes of gifted education 23

1.1: The Case for Gifted Education

\ The gifted child: a conceptual enquiry 25RUTH C I G M A N

2 Our love-hate affair with gifted children 43JAMES J . G A L L A G H E R

3 A national study of local and state advocacy in giftededucation 50A N N ROBINSON AND SIDNEY M. MOON

4 The Canadian contribution to gifted education: a comparativeanalysis of prominent themes 82E V A N G E L I N A CHIOTIS, CONSTANTINA CHRONOPOULOS

AND BRUCE M. SHORE

5 Two wrongs do not make a right: sacrificing the needs ofgifted students does not solve society's unsolved problems 102NANCY M. ROBINSON

1.2: Gifted Education as a Feature of General School Systems

6 Gifted education in the 21st century 122JAMES J. GALLAGHER

7 Programs for the gifted few or talent development for the many? 135J. F. FELDHUSEN

8 Expanding the conception of giftedness to include co-cognitivetraits and promote social capital 142JOSEPH S. R E N Z U L L I

9 Effective curricular and program practices in gifted educationand the interface with general education 158BRUCE M. SHORE AND MARCIA A. B. DELCOURT

10 English model of gifted and talented education: policy, contextand challenges 174R. J. CAMPBELL, D. EYRE, R. D. MUIJS, J. G. A. NEELANDS,

AND W. ROBINSON

1.3: Giftedness in the Long Term

11 Giftedness in the long term 187JOAN FREEMAN

12 Gifted today but not tomorrow? Longitudinal changes inability and achievement during elementary school 202DAVID F. LOHMAN AND KATRINA A. KORB

13 The role of gifts and markers in the development of talent 229BENJAMIN S. BLOOM

14 The Hollingworth Longitudinal Study: follow-up, findings, andimplications 249CAROLE RUTH H A R R I S

15 Study of mathematically precocious youth after 35 years:uncovering antecedents for the development of math-scienceexpertise 263DAVID LUBINSKI A N D CAMILLA PERSSON BBNBOW

CONTENTS

PART 2

Sociocultural perspectives 317

2.1: Cultural and Equity Issues in Specific Countries

16 The social origins of students identified as gifted and talentedin England: a geo-demographic analysis 319R. J. CAMPBELL, R. D. MUIJS, J. G. A. NEELANDS,

W. ROBINSON, D. E Y R E AND R. HEWSTON

17 Gifted education in South Australia: the emerging studentaristocracy 338IVAN K R I S J A N S E N AND B A R B A R A LAPINS

18 Inspiring teachers to discern and enrich gifted learners in adisadvantaged environment 362TILLA OLIVIER AND LESLEY WOOD

19 Embracing Maori giftedness: the dynamics of power,culture and visibility 378HEATHER J E N K I N S , ROGER MOLTZEN A N D

ANGUS MACFARLANE

20 A descriptive analysis of referral sources for giftedidentification screening by race and socioeconomic status 394MATTHEW T. McBEE

2.2: Landmark Developments in Gifted Education

21 The identification and development of giftedness as a paradigmfor school reform 409JOSEPH S. R E N Z U I . I . I

22 Reflections on multiple intelligences: myths and messages 444HOWARD G A R D N E R

23 The triarchic model applied to identifying, teaching, andassessing gifted children 456ROBERT J . STERNBERG AND PAMELA R. C I . I N K E N B E A R D

24 Giftedness viewed from the expert-performance perspective 471K. ANDERS ERICSSON, KIRUTHIGA NANDAGOPAL,

A N D ROY W. RORING

25 Neuroscience and education 493USHA GOSWAMI

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CONTENTS

VOLUME II

Acknowledgements ix

2.3: Gifted Children or Gifted Education

26 The development of academic talent: a mandate for educationalbest practice !J. VANTASSEL-BASKA

27 "Education for the Gifted" and "Talent Development": whatgifted education can offer education reform in Hong Kong 9DAVID W. CHAN

28 Student engagement in high school classrooms from theperspective of flow theory 20DAVID J. SHERNOFF, MIHALY CSIKSZENTMIHALYI ,

BARBARA SCHNEIDER AND ELISA STEELE SHRRNOFF

29 Divergent thinking vs. convergent thinking: a GT anomaly 41WILLIAM F. WHITE

30 Gifted children: identification, teaching, and development 49V. I. PANOV

31 Cognitive development in gifted children: toward a more preciseunderstanding of emerging differences in intelligence 72H I L L A R Y HETTINGER STEINER AND MARTHA CARR

PART 3

Definitions and identification 105

3.1: Early Pioneers in the Study of Giftedness

32 The discovery and encouragement of exceptional talent 107LEWIS M. T E R M A N

33 Intellect and the gifted 123J. P. GUILFORD

34 A quiet revolution 139E. PAUL TORRANCE AND KATHY OOFF

Mil

C O N T E N T S

3.2: Definitions: Seminal Papers on the Definition ofIntelligence and Ability

35 The nature of giftedness and talent 148A. H A R R Y PASSOW

36 WICS as a model of giftedness 160ROBERT J. STERNBERG

37 Transforming gifts into talents: the DMGT as adevelopmental theory 193FRANCOYS GAGNE

38 Praise in gifted education: analyses on the basis of theactiotope model of giftedness 226I I E I D R U N STOEGER A N D ALBERT ZIEGLER

39 A neuro-psychological model of the creative intelligence ofgifted children 254JOHN G B A K E A N D C I . A I R E DODSON

40 The origins and ends of giftedness 274ELLEN WINNER

3.3: Identification Dilemmas, Identification Methods,the Significance of Labels

41 National survey of identification practices in gifted andtalented education 297JAMES ALVINO, REBECCA C. MCDONNEL A N D

SUSANNE RICHERT

42 Exceptionally high intelligence and schooling 309ELLEN W I N N E R

43 An empirically-based proposal for screening in the earlyidentification of intellectually gifted students 335YOLANDA BENITO AND JESUS MORO

44 Identification of giftedness in early childhood 354H E I D R U N STOEGER

45 Identification of underachieves in Hong Kong: do differentmethods select different underachievers? 384KIT-LING LAU AND DAVID W. CHAN

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C O N T E N T S

46 The role of nonverbal ability tests in identifying academicallygifted students: an aptitude perspective 399DAVID F. l .OHMAN

47 What to measure? A new look at the concept of creativity 445GEIR K A U F M A N N

48 SMPY's first decade: ten years of posing problems andsolving them 464J U L I A N C. STANLEY AND C A M I L L A P. BENBOW

VOLUME III

Acknowledgements ix

PART 4

Curriculum and classrooms t

4.1: Curriculum Models

49 Thinking about model specification in gifted education 3M I C H A E L C. PYRYT

50 Toward best practice: an analysis of the efficacy of curriculummodels in gifted education 15JOYCE VANTASSEL-BASKA AND ELISSA K. BROWN

51 Quality curriculum and instruction for highly able students 43CAROL ANN TOMLINSON

52 The Multiple Menu Model for developing differentiatedcurriculum for the gifted and talented 52JOSEPH S. R E N Z U L L I

53 Curriculum compacting and achievement test scores:what does the research say? 73SALLY M. REIS , KAREN L. WESTBERG, JONNA M.

KUL1KOWICH. AND J E A N N E H. PURCELL

54 Compacting, enrichment and multiple intelligence theoryin gifted education: a Dutch example 86HELEEN WIENTJES A N D ROSIE T A N N E R

CONTENTS

55 A revision of Bloom's Taxonomy: an overview 99DAVID R. KRATHWOHL

56 From gifted education to programming for talent development 110D. J. TREFFINGER

57 Implications of postmodern curriculum theory for theeducation of the talented 117J A N E PIIRTO

4.2: Teaching and Learning

58 Lessons learned about educating the gifted and talented:a synthesis of the research on educational practice 142KAREN B. ROGERS

59 Unlocking the GATE to differentiation: a qualitative studyof two self-contained gifted classes 167ROBIN LINN-COHEN A N D NANCY B. HERTZOG

60 A comparative study of convergent and divergent thinking inintellectually gifted children 193JACQUKS- I IENRl G U I G N A R D AND TODD I . LUBART

61 Tools for pedagogical inquiry: the impact of teaching thinkingskills on teachers 203V I V I E N N E BAUMFIELD

62 Collaborative philosophical inquiry for schoolchildren:cognitive gains at 2-year follow-up 217K. J. TOPPING A N D S. T R I C K E Y

63 What can we learn from how gifted/average pupils describetheir processes of problem solving? 229M. GORODETSKY AND R. KLAVIR

64 Problem-solving competitions: just the solution! 250TRACY L. RILEY AND FRANCES A. K A R N E S

65 Providing an optimal school context for talent development:an extended curriculum program in practice 264LEONIfc KRONBORG AND MARGARET PLUNKETT

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C O N T E N T S

4.3: Teachers and Their Practice

66 Does the teacher of the gifted need to be gifted? 279W I L M A V I A l . L H A N D SIOBHAN QUIGLEY

67 Teachers and the very able: case studies of four Scottish schools 292L O R N A HAMILTON

68 How do preservice teachers view gifted students? Evidence froma NSW Study 305NEIL G. CARRINGTON AND STAN B. BAILEY

69 The training of teachers for gifted pupils 314BRUCE M. SHORE AND CINDY K A I Z E R

70 Structured tinkering: improving provision for the gifted inordinary schools 328DEBORAH E Y R H

71 Action research and practical inquiry: multicultural contentintegration in gifted education: lessons from the field 341M A R G I E K. K I T A N O A N D K A T I E S. PEDERSEN

72 Developing teacher expertise: teachers and students doingmathematics together 359PETER K E L L Y , JOHN BERRY AND DEREK BATTERSBY

73 Effective teaching of able pupils in the primary school:the findings of the Oxfordshire Effective Teachers ofAble Pupils Project 388DEBORAH EYRE, D A V I D COATES, MARY FIZPATRICK,

CHRIS HIGGINS, L Y N N E MCCLURE, HELEN WILSON

AND R O S E M A R Y C H A M B E R L I N

74 Educational practices on a Brazilian gifted andtalented program 404RENATA RODRIGUES MAIA-PINTO

PART 5

School-wide and non-school provision 419

5.7: Structural Models

75 The reform movement and the quiet crisis in gifted education 421JOSEPH S. R E N Z U L L I AND SALLY M. R R I S

X I I

76 Gifted and talented programs in charter schools 441N I N A K. BUCHANAN, ROBERT A. FOX AND

DARLENE E. M A R T I N

77 Teacher attitudes toward academic acceleration and acceleratedstudents in the Netherlands 468L I A N N E HOOGEVEEN, JANET G. V A N HELL AND

LUDO VERHOEVEN

78 Exceptionally gifted children: long-term outcomes of academicacceleration and nonacceleration 491M I R A C A U. M. GROSS

79 The big-fish-little-pond effect on academic self-concept 511HERBERT W. MARSH

80 Secondary school pupils' preferences for different types ofstructured grouping practices 543SUSAN HALLAM AND JUDITH TRESON

81 The effects of grouping practices and curricular adjustmentson achievement 562CAROL TIESO

82 Vertical semester organisation in a rural secondary school:the views of gifted students 585REG FARDELL AND JOHN G. G E A K E

VOLUME IV

Acknowledgements ix

5.2: Programmes Specifically for the Gifted

83 Long-term effects of enrichment summer courses on theacademic performance of gifted adolescents 1ERNST A. H A N Y AND CHRISTIANE GROSCH

84 Effects of a summer program on the social self-concepts ofgifted adolescents 20A N N E N . R I N N

85 Gifted students speak: mathematics problem-solving insights 37THOMAS R. TRETTER

XI11

CONTENTS

86 Early childhood programs for the gifted 57JAMES J . G A L L A G H E R AND A N N RAMSBOTHAM

87 Experiences of learning and teaching in an accelerated program:the view from within 65J U L I E LANDVOGT, GILAH LEDER AND COLLEEN ABBOTT

88 The advanced placement program: access to excellence 80WADE CURRY, WALT MCDONALD AND RICK MORGAN

5.3: New Technologies and Distance Learning

89 Distance education for gifted students: leveraging technologyto expand academic options 90PATRICIA WALLACE

90 Distance learning opportunities for academically gifted students 101C H E R Y L L M. ADAMS A N D T R A C Y L. CROSS

91 How do I do that? Integrating web sites into the giftededucation classroom 115K E V I N BESNOY

92 Raising the bar: encouraging high level thinking in onlinediscussion forums 127M A R Y M. CHRISTOPHER, J U L I E A. THOMAS AND

M A R Y K. T A L L E N T - R U N N E L S

93 Technology and independent learning 142WAN NG AND HOWARD NICHOLAS

94 Using blogs to improve differentiated instruction 160M I C H A E L A W. COLOMBO A N D PAUL D. COLOMBO

PART 6

Personal development 165

6.1: Social and Emotional Development

95 The emotional development of the highly able 167JOAN F R E E M A N

% Profiles of the gifted and talented 187GEORGE T. BETTS AND M A U R E E N N E I H A R T

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C O N T E N T S

97 Voices from the classroom: academic and social self-conceptsof gifted adolescents 196J A N I C E A. I .EROUX

98 Economically disadvantaged students in a school for theacademically gifted: a postpositivist inquiry into individualand family adjustment 209JAMES H. BORLAND, RACHEL SCHNUR AND LISA WRIGHT

99 Understanding the relationship between perfectionism andachievement motivation in gifted college students 246K.RISTIE L. SPEIRS NEUME1STER

100 Family factors associated with high academic competence informer Head Start children at third grade 268NANCY M. ROBINSON, ROBIN GA1NES LANZI,

RICHARD A. WEINBERG, SHARON LANDESMAN RAMEY

AND CRAIG T. RAMEY

6.2: Gender and Background

101 Sexism in the schools: implications for the educationof gifted girls 292LYNN H. FOX, DAVID SADKER AND JENNIFER L. ENGLB

102 Gender context of the school and study culture, or howthe presence of girls affects the achievement of boys 314MIEKE V A N HOUTTE

103 Bright and beautiful: high achieving girls, ambivalentfemininities, and the feminization of success in theprimary school 331EMMA RENOLD AND ALEXANDRA ALLAN

104 A comparison of performance and attitudes in mathematicsamongst the 'gifted': Are boys better at mathematics or dothey just think they are? 350M E L A N I E H A R G R E A V E S , MATT HOMER AND

BRONWEN SWINNERTON

105 Effect of children's ethnicity on teachers' referral andrecommendation decisions in gifted and talented programs 376H A L A EI.HOWERIS, KAGENDO MUTUA, NEGMELDIN

ALSHEIKH, AND PAULINE HOI.LOWAY

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CONTENTS

6.3: Under achievement

106 Identification of underachievement: an empirical study on theagreement among various diagnostic sources 389ALBERT ZIEGLER AND HEIDRUN STOEGER

107 Discovering patterns of achievement in Hong Kong students:an application of the Rasch measurement model 406SHANE N. PHILLIPSON AND ANDY KA-ON TSE

108 Achievement, underachievement and cortical activation:a comparative EEC study of adolescents of average andabove-average intelligence 426BEATE STAUDT AND ALJOSCHA C. NEUBAUER

109 To produce or not to produce? Understanding boredom andthe honor in underachievement 441L. KANEVSKY AND T. KEIGHLEY

110 Factors that differentiate underachieving gifted students fromhigh-achieving gifted students 463D. BETSY MCCOACH AND DEL SIEGLE

6.4: Multiple Exceptionality

111 Double exceptionality: gifted children with special educationalneeds and what ordinary schools can do 481DIANE MONTGOMERY

112 Dyslexic and gifted: arc the two really compatible? And howcan these learners he nurtured? 495LINDSAY PEER CBE AND SUSAN TRESMAN

113 Giftedness and Asperger's Syndrome: a new agendafor education 503SHI-LAGH A. GALLAGHER AND JAMES J. GALLAGHER

114 The gifted child with Attention Deficit Disorder:an identification and intervention challenge 513JANICE A. LEROUX AND M A R L A LEVITT-PBRLMAN

Index 526

xvi