Effective teaching for gifted and talented students is high on the agenda of school systems across the world. Written by leading international scholars in the field, Effective Teaching in Gifted Education presents a thoroughly enlightening analysis of the practice of schools judged to be outstanding in their effective teaching of gifted and talented students.

Eight in-depth case studies draw upon the voices of school leaders, classroom teachers and students to illustrate and explore Gifted and Talented provision across a range of educational settings and circumstances, including:

• differentiated teaching and learning in an urban City Technology College
• gifted education in an inner-city, multi-ethnic school and a rural comprehensive school
• school ethos, student voice and motivation in a girls' grammar school
• curricular depth, enrichment and interactive teaching in a boys' grammar school
• learning in a residential summer school for gifted students.

Providing a rich evidence base, these and other examples place best practice within a framework of theory and policy. School leaders, Gifted and Talented Co-ordinators and classroom practitioners reading this book will understand the principles behind the practice, as well as how and why to apply the practice in their own schools.

This distinctive book will also be immensely useful to all those involved with Gifted and Talented education programmes and schemes and those following Continuing Professional Development and school leadership programmes, as well as NQTs, M-level students and researchers in education.

Effective teaching for gifted and talented students is high on the agenda of school systems across the world. Written by leading international scholars in the field, Effective Teaching in Gifted Education presents a thoroughly enlightening analysis of the practice of schools judged to be outstanding in their effective teaching of gifted and talented students.

Eight in-depth case studies draw upon the voices of school leaders, classroom teachers and students to illustrate and explore Gifted and Talented provision across a range of educational settings and circumstances, including:

• differentiated teaching and learning in an urban City Technology College
• gifted education in an inner-city, multi-ethnic school and a rural comprehensive school
• school ethos, student voice and motivation in a girls' grammar school
• curricular depth, enrichment and interactive teaching in a boys' grammar school
• learning in a residential summer school for gifted students.

Providing a rich evidence base, these and other examples place best practice within a framework of theory and policy. School leaders, Gifted and Talented Co-ordinators and classroom practitioners reading this book will understand the principles behind the practice, as well as how and why to apply the practice in their own schools.

This distinctive book will also be immensely useful to all those involved with Gifted and Talented education programmes and schemes and those following Continuing Professional Development and school leadership programmes, as well as NQTs, M-level students and researchers in education.

Schools everywhere are concerned with raising standards according to government requirements, particularly for those pupils who could be termed 'more able'. The key challenges revolve around government initiatives such as Every Child Matters, independent learning, inclusion and differentiation, thus making learning effective and successful for all pupils.

The authors of this highly engaging book carried out extensive analysis of 12 key schools, selected for their representation of common challenging educational circumstances including working with children from:

• Multi-lingual and multi-ethnic communities
• Low socio-economic and disadvantaged communities
• Small rural schools and big inner city communities
• Schools with high levels of special educational needs

All the case-study schools subscribe to the educational ethos of creating an environment for all pupils to discover their gifts and talents, and the authors show clearly how these findings can be applied in any school.

Raising the Achievement of All Pupils Within an Inclusive Setting describes the strategies that have been developed to provide equal opportunities for all pupils, whilst accommodating different individual needs and rates of development. A major focus is on identifying and resolving underachievement in schools.

Drawing upon intensive interviews with staff, pupils, parents and governors, the authors provide practical guidance for successfully raising motivation, achievement and educational standards in any school environment.

Teachers, Gifted and Talented Co-ordinators and school leaders seeking guidance and inspiration from real-life schools will benefit from the down-to-earth, achievable advice offered in this book.

In this handbook, you will find the inspiration and the practical guidance you need to start your own gifted program!

Gifted programs have the potential to change lives, but they can be difficult to develop and sustain without the appropriate research and guidance. This book gives you the "nuts and bolts" needed to design and implement a gifted program to maximize the benefits to students, teachers, schools, and parents.

In this comprehensive new volume, best-selling author Joan Franklin Smutny brings some of the leading gifted educators together under the aegis of the National Association of Gifted Children. Lending editorial guidance and her own contributions, Smutny directs the individual expertise of each contributor, with chapters that include guidelines for:

• Designing and implementing curriculum for pre-K through middle school
• Identifying and selecting the best teachers
• Creating the vital support networks among parents, school, and community
• Assessing the program?s impact on children, parents, and teachers
• Developing special programming for the disadvantaged gifted students

 The book offers several examples of different learning experiences that fall under the definition of a "gifted program," as well as a chapter that outlines all of the essentials for starting a gifted program, including sample forms and letters.

The Routledge International Companion to Gifted Education is a ground-breaking collection of fully-referenced chapters written by many of the most highly-respected authorities on the subject from around the world. These fifty contributors include distinguished scholars who have produced many of the most significant advances to the field over the past few decades, like Joseph Renzulli and Robert Sternberg, alongside authorities who ask questions about the very concepts and terminology embodied in the field - scholars such as Carol Dweck and Guy Claxton. This multi-faceted volume: highlights strategies to support giftedness in children, providing ideas that work and weeding out those that don't; is written in jargon-free language in an easy-to use themed format; is the most authoritative collection of future-focused views, ideas and reflections, practices and evaluations yet produced; includes chapters dealing with the major controversies and concerns in the field today, from the problems of identification to changing understandings of giftedness and creativity. The international aspect of the Companion, and its juxtaposition of points of view - whereby chapters are deliberately positioned and accompanied by editorial commentary to highlight the contrasts with each other - ensures that different views are addressed, allowing the reader to absorb and reflect upon the many perspectives on each issue. The Companion is a guide to the new ideas and controversies that are informing gifted education discussion and policy-making around the world. It is a first class resource to students and researchers alike.

Peak Performance for Smart Kids provides success strategies, activities, tools, real-life examples, and checklists for parents to employ to help their kids to achieve their highest potential. Even the most talented child will not succeed if he or she has not developed the mental, psychological, and emotional skills to face the heavy demands of high performance. Maureen Neihart, a psychologist and leading authority on talent development in children, examines seven mental habits of successful kids, providing practical approaches for developing them in talented children of all ages in this easy-to-read guide for parents and teachers. By working with parents to complete the activities included in this book, high-ability kids will learn to manage stress and anxiety, set and achieve goals, use mental rehearsal to improve performance, manage their moods and emotions, practice optimistic thinking, and resolve their frustrations of needing to belong while needing to achieve. With its research-based strategies and unique approach to maximizing potential, this is a book from which every parent of smart kids can benefit! Educational Resource

Science is central to our modern technological society, yet many of the most able pupils who could become the scientists of tomorrow turn away from science as soon as they have a choice in their studies. Science is often seen to be difficult or boring, and fails to engage or challenge those who are most suited to excel in scientific studies.

This book asks what classroom teachers can do to make sure that their science teaching is stimulating and challenging for their students. Topics covered include:

• what do we mean by gifted and able children?
• gifted children that slip through the net
• challenging science through modelling
• asking questions in science
• exploring topical issues
• challenging science through talk
• after-school enrichment.

Set in the wider context of debates about the provision for those labelled 'gifted' and 'exceptionally able', this book explores the meaning of these categories, and considers what they may imply in such approaches as setting, streaming, acceleration and enrichment.

Science is central to our modern technological society, yet many of the most able pupils who could become the scientists of tomorrow turn away from science as soon as they have a choice in their studies. Science is often seen to be difficult or boring, and fails to engage or challenge those who are most suited to excel in scientific studies.

This book asks what classroom teachers can do to make sure that their science teaching is stimulating and challenging for their students. Topics covered include:

• what do we mean by gifted and able children?
• gifted children that slip through the net
• challenging science through modelling
• asking questions in science
• exploring topical issues
• challenging science through talk
• after-school enrichment.

Set in the wider context of debates about the provision for those labelled 'gifted' and 'exceptionally able', this book explores the meaning of these categories, and considers what they may imply in such approaches as setting, streaming, acceleration and enrichment.

The School Handbook for Dual and Multiple Exceptionality (DME) offers a range of practical strategies to support SENCOs, GATCOs, school leaders and governors in developing effective provision for children that have both High Learning Potential and Special Educational Needs or Disabilities. Building on the principles of child-centred provision and coproduction, it provides useful tips on developing the school workforce to better identify and meet the needs of learners with DME. Relevant for learners in primary, secondary or specialist settings, the book focuses on ways of meeting individual needs and maximising personal and academic outcomes. It includes: An explanation of what DME is and why we should care about it Practical advice and guidance for SENCOs, GATCOs and school leaders on developing the school workforce A discussion of the strategic role of governors and trustees in the context of DME Suggested approaches to ensure effective coproduction between families and professionals Case studies exploring the experiences of learners with DME Sources of ongoing support and resources from professional organisations and key influencers. This book will be beneficial to all those teachers, school leaders, SENCOs, GATCOs, governors and trustees looking to support learners by identifying and understanding DME. It recognises the central role that leaders and governors play in setting the inclusive ethos of a school and suggests ways for schools to ensure that all learners have the opportunity to meet their full potential.

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.

A gifted education Legacy Award winner, Best Practices in Gifted Education provides concise, up-to-date, research-based advice to educators, administrators, and parents of gifted and talented youth. The 29 practices included in this volume are the result of an extensive examination of educational research on what works with talented youth. The interest in culturally diverse and low-income learners, the means to identify talents, and the need for curriculum that appropriately challenges high-ability youth constitute just a few of the 29 practices. Each practice is organized into a chapter containing two sections: What We Know and What We Can Do. The first section briefly describes the practice and summarizes the research. The second section suggests what course of action a parent, teacher, or administrator might take at home, in the classroom, or at school. The book is a must-have for those who want a guide that makes a connection between research and practical action in gifted education. A service publication of the National Association for Gifted Children (Washington, DC). This designation indicates that this book has been jointly developed with NAGC and that this book passes the highest standards of scholarship, research, and practice.

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.

Winner of the 2015 NAGC Curriculum Studies Award Interactions in Ecology and Literature integrates ecology with the concept of interactions and the reading of fictional and informational texts. This unit, developed by Vanderbilt University's Programs for Talented Youth, is aligned to the Common Core State Standards for English Language Arts and Next Generation Science Standards. Students will research questions such as "Should animals be kept in zoos?" and "Should humans intervene to control overpopulation of species?" They will examine relationships among living things and the environment as well as relationships between literary elements in texts through accelerated content, engaging activities, and differentiated tasks. Ideal for gifted classrooms or gifted pull-out groups, the unit features fictional texts from Lynne Cherry, Katherine Applegate, and Jacqueline Woodson; art from Mark Rothko and Georges Seurat; informational texts about deforestation and a variety of animals; biographies about Michael Jordan, J. K. Rowling, and Walt Disney; and videos about food chains, food webs, and more. Grades 2-3

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.

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.