The effective education of gifted children is one of the most significant challenges facing educational systems in many countries around the world, made particularly difficult by the forces of globalization. "Conceptions of Giftedness "describes the unique and varied ways cultures conceive of giftedness. As language influences perception, different ideas of giftedness may embody different ways of thinking, especially in the areas of creativity and problem solving. This important new volume in special education encourages the understanding, appreciation, and preservation of our " intellectual diversity."

Contributing authors to this book are authorities in the field of gifted education, and represent a range of languages and cultures, including Western, Chinese, Japanese, Australian Aboriginal and Malay cultures. Each chapter describes giftedness from one cultural perspective within the global context, resulting in both local and global educational implications.

"Conceptions of Giftedness "appeals to an international audience, and will serve as a primary and/or secondary resource for scholars, teachers, and undergraduate and postgraduate students interested in gifted education. Its distinctive universal perspective will attract sociolinguists and anthropologists, as well as educators.

The effective education of gifted children is one of the most significant challenges facing educational systems in many countries around the world, made particularly difficult by the forces of globalization. "Conceptions of Giftedness "describes the unique and varied ways cultures conceive of giftedness. As language influences perception, different ideas of giftedness may embody different ways of thinking, especially in the areas of creativity and problem solving. This important new volume in special education encourages the understanding, appreciation, and preservation of our " intellectual diversity."

Contributing authors to this book are authorities in the field of gifted education, and represent a range of languages and cultures, including Western, Chinese, Japanese, Australian Aboriginal and Malay cultures. Each chapter describes giftedness from one cultural perspective within the global context, resulting in both local and global educational implications.

"Conceptions of Giftedness "appeals to an international audience, and will serve as a primary and/or secondary resource for scholars, teachers, and undergraduate and postgraduate students interested in gifted education. Its distinctive universal perspective will attract sociolinguists and anthropologists, as well as educators.

Meeting the Needs if Your Most Able Pupils in PE/Sports Studies provides specific guidance on: recognizing high ability and multiple intelligences planning, differentiation and extension/enrichment teacher questioning skills support for more able pupils with learning difficulties homework recording and assessment beyond the classroom: visits, residentials, competitions, summer schools, masterclasses, links with other institutions. The book features comprehensive appendices and downloadable resources with: useful contacts and resources, lesson plans, liaison sheets for teaching assistants, homework activities and monitoring sheets. For secondary teachers, subject heads of departments, Gifted and Talented co-ordinators, SENCos and LEA advisers.

As provision for gifted and talented children over the past decade has become more effective and better understood, this timely book brings together experts from around the world to share expertise and best practice to form an eclectic collection of the best approaches from different cultures. Each chapter: presents an overview of international perspectives on the issues of multi-cultural and gifted education; examines the critical issues related to cultural definitions of giftedness in programming for diverse gifted students; presents regional case studies in order to inform practitioners' best practice; and examines issues of access for gifted students in relation to culture, poverty, race and gender. In addition, details of websites and associations which offer support and advice are also provided, making this book an invaluable resource for academics, researchers, teachers and parents of gifted and talented children.

It is not possible to teach someone to be creative. It is not possible to teach someone to be intelligent. It is, however, possible to teach students to use the creativity and intelligence they already have. Students can be taught to think more creatively or intelligently and also can learn strategies for thinking more rationally or imaginatively.
Encouraging creative thinking in the classroom is an exciting component of any effective gifted education program. This guide offers basic foundations required for supporting creativity. From establishing the right classroom environment, to using creative teaching strategies, to assessing student outcomes, this book is filled with practical information. The book also includes a listing of competitive contests and programs and an extensive list of resources.
This is one of the books in Prufrock Press' popular "Practical Strategies Series in Gifted Education." This series offers a unique collection of tightly focused books that provide a concise, practical introduction to important topics concerning the education of gifted children. The guides offer a perfect beginner's introduction to key information about gifted and talented education.

Gifted Young Children is a practical guide to identifying and supporting young children who may be gifted or talented. Louise Porter outlines how to identify and provide educationally for children aged up to 8 years with advanced development. She explains how teachers and parents can promote children's emotional and social adjustment, including ways to enhance self-esteem, encourage friendships and support their autonomy. She shows how parents can discuss giftedness with children and respond to their needs.Updated to reflect recent research, this second edition is a valuable resource for parents and anyone working with or caring for a gifted or talented child.Praise for the first edition: a wealth of creative ideas and practical advice for developing the talents of this under-served population. Her humour and candor, compassion and insight will endear her work to readers internationally.'Joan Franklin Smutny, Director, Center for Gifted, National-Louis University, USA a comprehensive text that will meet the needs of a wide range of readers from early childhood professionals and teachers to parents.' Wilma Vialle, The Australasian Journal of Gifted Education interesting, clear and comprehensive'Helen Wilson, Research Centre for Able Pupils, Oxford Brookes University,UK

This quick reference guide contains comprehensive listings and definitions of common terms in Gifted and Talented education as well as other aspects that you might need to learn about, find or use - all in a in a teacher-friendly format. It includes: Models of giftedness to help you get to grips with the main concepts; Clear and concise definitions that translate jargon into plain English; A who's who guide of Gifted and Talented education explaining the contribution of major experts and theorists; Checklists and photocopiables for use in the classroom; This book is thoroughly cross-referenced so you find your answers in the quickest possible way.

Gifted pupils who also have special needs often receive provision for the special need whilst the giftedness is overlooked. Children with such double exceptionality can become depressed, frustrated and misbehave, and may not fulfil their potential. Based on international research and practice, this practical text enables the reader to identify highly able pupils with special needs, such as ADHD, dyspraxia, dyslexia and Downs Syndrome, and then make provision for them within the mainstream school. The book offers three emerging themes: creating a positive, constructive and supportive learning environment; offering a cognitively challenging curriculum; and engaging the learners in partnership to understand and manage their learning support. Whilst aimed mainly at teachers and students at both primary and secondary levels, this book should also be of interest to educators, researchers and educational psychologists.

Culturally Responsive Teaching in Gifted Education is a professional learning tool for practitioners who are working to create more culturally responsive school and classroom environments. This book: Focuses on gifted and talented students from special populations, including those who are culturally, linguistically, and economically diverse. Is presented as a collection of essays written by educational advocates. Aims to increase the cultural competence of teachers and school leaders. Is organized in three sections: Culturally Responsive Practices; Race, Ethnicity, and Culture; and Gender, Sex, and Sense of Self. Provides readers with personal insights into the implicit biases that exist within the educational system and gifted programs. Each chapter illustrates the lived experiences of students from special populations and includes reflection questions for continued conversations and planning. Finally, an Educator Inventory is provided that tasks educators with reflecting on their own personal implicit biases and classroom practices related to the diverse populations of gifted and talented students in our schools.

This second edition provides busy teachers, other educational professionals and parents with user-friendly text and worksheets to enable them to identify and provide provision for gifted and talented children. The author takes a multi-dimensional view of ability and believes in educating the whole child, with a curriculum of opportunity that provides high level learning experiences. The book has been updated in view of the developments in the education of gifted and talented children, with particular attention paid to: strategies for differentiation; thinking skills; and subject-specific enrichment.;This book is a practical companion to the author's popular "The Challenge of the Able Child", (David Fulton Publishers, 1997). By using many photocopiable worksheets and helpful checklists, and always bearing in mind the needs of the busy practitioner, this book should prove useful for anyone working in this area of education. Teachers, GATCOs, teaching assistants and parents should find the information clear and the suggested strategies rooted in good practice for teaching children of all abilities.

This book offers practical guidelines on how to identify gifted and talented young children and looks at ways to enhance their learning opportunities. Provided are a wealth of practical, tried and tested strategies that readers will be able to use in their classrooms with confidence.
It includes advice on how to create the right classroom environment, guidance on how to assess and record children's talents, a list of suggested appropriate resources, and help with planning the curriculum.
The emphasis is on creating a classroom environment that encourages children to be engaged in higher order thinking skills, exploration and creativity; the importance of play and the role of questioning is highlighted. Using case studies of young gifted children and rooted in theoretically sound principles, this book makes a significant contribution to the learning and teaching of younger children. Teachers, teaching assistants, advisers, Gifted and Talented Coordinators and training teachers will find this book relevant to their needs.

Drawing on theories of child development and on research in the processes of learning, this book examines the challenges that children, parents and teachers may face at various stages of a child's development. Children whose development is unusual in any way may experience particular challenges in forming relationships and in making good progress in school. If we are to help children of exceptional ability to develop into confident and well-adjusted young people, we need to understand what lies behind many of the common frustrations and problems some of them may experience.
This book looks at ways in which supportive learning environments can be created in which children and young people's abilities can be nurtured and encouraged. Ways in which the school curriculum can be extended and enriched to maintain children's interest and enthusiasm in their learning are also explored. This will be of particular interest to parents, teachers and educational psychologists, to teachers in training, and to other professionals who support the work of families and schools.

This revised and updated edition takes into account the greater recognition of language users in schools and the working parties which have been set up to enable the more able to enjoy opportunities to display and develop their special talents. This new edition also explores models of language learning and offers some strands of linguistic development on which teachers of English/literacy can build more specific developmental intentions.
This book will help teachers recognize, challenge and support children who show advanced skills in reading and writing so that they can enable them to achieve their full potential. Through exploring effective ways in which pupils can be assisted to develop linguistically, teachers will be better prepared for planning appropriately differentiated activities for these pupils. Areas covered include methods of challenging and improving able readers and writers, and learning from alternative text sources.
The book will be particularly helpful to language coordinators in primary schools, heads of English departments and teachers of English in secondary schools. It will also be of interest to parents of able language users.

The authors of this book offer practical help to teachers in making day-to-day provision for the gifted and talented pupils in their classroom. Designed mainly for primary teacher, intending teachers and teacher trainers, the book draws together current findings in curriculum provision in the core subjects, links theory and practice in such a way that the readers can benefit from exemplar material, and allows them to adapt their own teaching to provide an inclusive curriculum for the gifted and talented children they teach.

Containing pressing evidence of how young, gifted female learners are in jeopardy of falling below their potential as they grow older, this book examines ways to support female gifted education. Exploring the key to success for many gifted girls through ways of increasing their expression, collaboration with others, and self-esteem, the book is a proponent of strengthening the individualilty within all gifted females. The author leads each chapter with a vignette on a particular gifted student that captures the problem scenarios that many gifted girls face (i.e. derision from peers, overexcitable behavior, etc.) and then offers insight and explains ways to resolve the issues. As each story unfolds and creates a powerful theme about female empowerment, the rest of the book is filled with practical strategies to help gifted girls and will be an encouraging guide for both parents and teachers alike. Since many gifted female students struggle with their identity while hurdling over growing socio-cultural pressures, the development of their personal strength and resilience is important to the continuation of female gifted learning.

This introduction to the field of teaching the very able child provides practical help on meeting their needs within the mainstream school, and advice on formulating and developing effective whole-school policy. This book examines strategies for identification and provision which are in line with current government policy. It questions the definitions of the terms 'gifted' and 'very able'. The author encourages heads, teachers and governors to discuss and adopt principles which suit the very able pupils' specific needs. The book demonstrates how the whole-school policy can be put into effective practice. It also provides guidelines for checking that day-to-day lessons have sufficient challenge for the very able child.
The author, who is highly experienced in this area of education, has carefully selected relevant information which schools can use as a basis for their decision making, and offers an extended reading list for those wishing to read the topic in greater depth. The book offers acomprehensive and reliable overview of educating very able children.

The education of gifted and talented children is attracting increased interest and attention in schools, LEAs and within government. A widely accepted critical aspect of talent development has until now remained under-represented, namely that the principal factors underpinning all learning are social and emotional ones.;This text addresses the complex relationship between intellectual, social and emotional development that is necessary for high achievement and personal fulfilment. The contributors aim to provide relevant practical guidelines for secure and confident learning that will support teachers, parents and others wishing to help translate potential into performance.

Highlighting the work of 17 distinguished national authors, this special issue suggests a new course for the field of gifted education -- one that emphasizes the individual and suggests that the focus of gifted education be dynamic and contextual. From legal perspectives to changing concepts of giftedness, talent, and assessement; from using new technologies to identify differences in brain structures to using new research paradigms to reveal the nature of giftedness; from compelling reasons for early intervention to tailoring opportunities for college-ready gifed persons, this two-part issues of PJE exposes new dimensions along which paths between previously held beliefs and practices and new courses for thought and action can be forged. A parental perspective is also included.

Brain-Based Learning With Gifted Students combines relevant research in neuroscience with engaging activities for gifted elementary students in grades 3-6. This book: Teaches how development and learning processes happen in the brain. Helps students and teachers explore specific brain-based concepts together. Includes a concise research overview on why each concept works and matters. Offers extension ideas to deepen the activities and strategies for applying each concept to other content areas. Aligns to gifted programming standards. Through the lessons in this book, students will learn how to cultivate curiosity, neuroplasticity, metacognition, empathy, and well-being. Grounded in research on the latest findings in neuroscience, this book empowers gifted education teachers with relevant information on brain-based learning. Grades 3-6

Asserting that state schools can meet the needs of able pupils, this text provides practical strategies for both senior managers and classroom teachers to achieve this end. It explores the issues and problems surrounding good provision and suggests why schools have found this area so difficult. The book sites examples of good practice in all phases of school-based education, and in particular looks at ways in which extension planning for able pupils can be developed as part of general planning.

Conceptual Frameworks for Giftedness and Talent Development explores current and enduring theories and comprehensive models of giftedness and talent development. Each chapter: Includes a description of the model, theory, or framework. Shares the most important implications of each model, including underrepresentation and social justice issues. Includes discussion questions for use with students and professionals. The editors also consider common issues across conceptual frameworks, such as the degree to which achievement defines giftedness, the goal of gifted education, and the role of psychosocial factors. This is a comprehensive reference for scholars and practitioners in the field, as well as those studying at the graduate level.

All too often, gifted and advanced learners are just accelerated, without fueling the creative thinking and problem solving that they are capable of. This book bursts with thrilling, mind-stretching enrichment activities designed to stimulate higher level thinking for gifted students in grades 5-12. Challenge the learners in your classroom to explore and evaluate assumptions they make about their world; conduct surveys about current, hot issues and analyze the results; or solve complex logic mysteries in small learning groups. These activities and lessons vary in length from one class period to several weeks, and have enough activities to be used all year. Skills are developed by using: creative research ideas, creative thinking tasks, daring debates, blueprints for business, and philosophical problems. For example, in one activity, students are asked to review various classification systems from areas as diverse as biology and history. Then, they discuss and identify the various steps needed to create a classification system. Next, students consider and discuss various examples about humor, then create, test, and evaluate their own classification system for humor. Finally, students produce their own examples of humor and classify them according to the system they have created. One of the features that makes this book outstanding is that each activity has been field-tested for at least five years in secondary classrooms. The book and each lesson in it provide in-depth information and advice for the classroom teacher. Grades 5-12

In the spirit of encouraging international dialogue between researchers and practitioners, often working within isolated traditions, this book discusses perspectives on science education for the gifted informed by up-to-date research findings from a number of related fields. The book reviews philosophy, culture and programmes in science education for the gifted in diverse national contexts, and includes scholarly reviews of significant perspectives and up-to-date research methods and findings. The book is written in a straightforward style for students studying international perspective modules on undergraduate, but especially masters and doctoral degrees in Science Education and Gifted Education. Gifted education has come to be regarded as a key national programme in many countries, and gifted education in science disciplines is now of major importance to economic and technological development. Despite these national initiatives and developments, there are very few discussions on gifted education in science from international perspectives. This will be a valued addition to the scholarship in this emergent field.

The completely revised and updated fifth edition of Methods and Materials for Teaching the Gifted: Provides a comprehensive examination of the most current research and best practices in the field of gifted education. Addresses identification, twice-exceptionality, and culturally and linguistically diverse learners. Includes chapters related to designing curriculum and differentiating instruction. Covers developing critical and creative thinking, as well as encouraging talent development. Features chapter authors who are recognized researchers, practitioners, and leaders in the field of gifted education. The chapters are organized to promote critical thinking and discussion about each topic. This text is a complete resource curated for a wide range of K-12 educators and those working with inservice and preservice educators and administrators.

The surge of contemporary interest in Vygotsky's contribution to child psychology has focused largely on his developmental method and his claim that higher psychological functions in the individual emerge out of social processes, that is, his notion of the "zone of proximal development." Insufficient attention has been given to his claim that human social and psychological processes are shaped by cultural tools or mediational means. This book is one of the most important documents for understanding this claim.
Making a timely appearance, this volume speaks directly to the present crisis in education and the nature/nurture debate in psychology. It provides a greater understanding of an interdisciplinarian approach to the education of normal and exceptional children, the role of literacy in psychological development, the historical and cultural evolution of behavior, and other important issues in cognitive psychology, neurobiology, and cultural and social anthropology.