Holdings: Being smart about gifted education

Being smart about gifted education: a guidebook for parents and teachers

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Bibliographic Details
Main Authors:	Matthews, Dona J. (Author), Foster, Joanne F. (Author)
Format:	Book
Language:	English
Published:	Scottsdale, Ariz. Great Potential Press 2009
Edition:	2. ed.
Subjects:	Erziehung Gifted children > Education Gifted teenagers > Education Parents of gifted children Teachers of gifted children Eltern Hochbegabung Schüler
Online Access:	Inhaltsverzeichnis
Physical Description:	XX, 426 S.
ISBN:	9780910707954 0910707952

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Record in the Search Index

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adam_text	IMAGE 1 CONTENTS FOREWORD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . XV PREFACE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . XVII SECTION I. BEING SMART ABOUT GIFTEDNESS . . . . . . . . . . . . . . . . 1 CHAPTER 1. PERSPECTIVES AND PARADIGM SHIFTS . . . . . . . . . . . . . 3 WHAT IS GIFTEDNESS? . . . . . . . . . . . . . 3 TWO PERSPECTIVES: MYSTERY AND MASTERY. . . . . . . . . . . . . . 5 SHIFTING PARADIGMS ..... 14 ORIGINS: NATURE OR NURTURE? 17 DOMAINS OF COMPETENCE 18 IS LEARNING EASY? .. 19 OTHER TERMS . . . . . . . . 22 HISTORICAL PERSPECTIVE . . . 24 GUIDELINES AND A DEFINITION . 26 CHAPTER 2. CREATIVITY AND GIFTEDNESS . . . . . . . . . . . . . . . . . 31 WHAT IS CREATIVITY? ..... . 32 CAN WE MEASURE CREATIVITY? . . . . 35 NURTURING CREATIVITY. . . . . . . . . 37 CREATIVE PARENTING AND TEACHING . . 41 SECTION 11.BEING SMART ABOUT DIAGNOSING MISMATCHES. . . . . . . 43 CHAPTER 3. QUESTIONS AND ANSWERS ABOUT TESTING. . . . . . . . . . 45 WHO NEEDS TESTING? . . . . . . . . . 46 THE CHILD WHO IS UNHAPPY . . 46 THE CHILD WHO IS DOING WELL . 47 INDIVIDUAL DIFFERENCES. . . 48 WHAT ARE THE KEY CONCEPTS? . 49 STANDARDIZED TESTS. . 49 PERCENTILES . . . . 50 STANDARD SCORES . . . 50 VII IMAGE 2 BEING SMART ABOUT GIFTED EDUCATION STANDARD DEVIATION . . . . . 50 INTELLIGENCE QUOTIENT (IQ) . 51 GROUP VS. INDIVIDUAL TESTS . 51 WHAT PURPOSE DOES TESTING SERVE? . 51 WHEN TO TEST? . 52 AGE . . . . . . . . . . . . . . . . . 52 COMFORT WITH THE TESTING SITUATION . 55 RETESTING. . . . . . . . 55 TIME OF YEAR. . . . . . 56 ADVANCE PREPARATION . 56 WHERETO TEST? . . . . . . . 58 WHY TEST? . . . . . . . . . 59 CHAPTER 4. ASSESSMENTS AND TESTS . . . . . . . . . . . . . . ..... 63 IT STARTS WITH THE TEACHER: DYNAMIC CLASSROOM ASSESSMENT . . 63 THE STUDENT PORTFOLIO. . . . 64 PERFORMANCE ASSESSMENT . . 65 DAY-TO-DAY DIAGNOSTICS . 67 STANDARDIZED TESTS . . . . . . . . 68 ACADEMIC ACHIEVEMENT. . . 68 HIGH -CEILING AND ABOVE- LEVEL TESTING 69 INTELLIGENCE TESTING: WHAT IT IS AND IS NOT. . 72 GROUP-ADMINISTERED INTEL1IGENCE TESTS 73 INDIVIDUAL INTELLIGENCE TESTS . 74 NONVERBAL TESTS. . . . . 77 CREATIVITY TESTING . . . . . . . . . 77 CAREER INTEREST INVENTORIES . . . . . 78 NONSTANDARDIZED MEASURES AND OTHER INFORMATION SOURCES . 80 SURVEYS AND INVENTORIES . 80 SCHOOL REPORTS. . . . 80 APTITUDE APPROACH . . . . 83 A SYNOPSIS . . . . . . . . . . . 84 CHAPTER 5. MISMATCH DIAGNOSTICS: MOVING AWAY FROM CATEGORICAL IDENTIFICATION AND LABELING. . . . . . . . . . . . . . . . 87 THE WAY IT OUGHT TO BE: DIAGNOSING MISMATCHES . . . 87 THE WAY IT TOO OFTEN IS: MYSTERY MODEL IDENTIFICATION . 89 THE TYPICAL IDENTIFICATION PROCESS . . 91 OTHER QUESTIONABLE APPROACHES . 92 LABELING .., . . . . . . . . . . . . 94 THE LABEL: A MIXED BLESSING . . . . 95 VLLL IMAGE 3 PARENTS AND CHILDREN NEED TO KNOW WHAT S HAPPENING AND WHY . . . . . . . . . . . MOVING TOWARD MISMATCH DIAGNOSTICS . . 1. MULTIPLE MEASURES. . . . . . . . . . 2. ASSESSMENT AS AN ONGOING PROCESS. 3. DIAGNOSTIC EMPHASIS . . . . . . . . 4. LABELLING THE SERVICES, NOT THE CHILD EARLY IDENTIFICATION. . . . . . . . . . . . . . PARENTS ROLES . . . . . . . . . . . . . . . . . CONTENTS . . . . . . . . 98 102 103 103 104 104 105 106 SECTION III. BEING SMART ABOUT MEETING GIFTED LEARNING NEEDS . 109 CHAPTER 6. ADAPTATIONS: THE GIFTED LEARNER IN THE REGULAR CLASSROOM . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 A FLEXIBLE RANGE OF EDUCATIONAL OPTIONS 112 DIFFERENTIATION . . . . . . . . . 112 THE INCLUSIVE CLASSROOM . . . 113 OPTIONS IN THE REGULAR CLASSROOM 114 FOUNDATIONS OF BEST PRACTICE . 115 DIVERSIFYING THE OPTIONS . . . 116 CURRICULUM COMPACTING . 118 PROJECT -BASED LEARNING. . 119 GUIDED INDEPENDENT STUDY 122 CROSS-GRADE RESOURCES . . . 124 SINGLE-SUBJECT ENRICHMENT. 125 SINGLE-SUBJECT ACCELERATION. 127 CAREER EXPLORATION BUILT INTO THE CURRICULUM 130 PEER COACHING. . . . . 132 CYBER- LEARNING . . . . . . . . . . . . . . . . . 134 SYSTEMS OF DIFFERENTIATION. . . . . . . . . . . . . . 136 CHAPTER 7. ALTERNATIVE OPTIONS: STRETCHING THE BOUNDARIES. .. 139 WHOLE-GRADE ACCELERATION. . 140 GIFTED CLASSES. . . . . . . . . 144 FULL- TIME GIFTED CLASSES 145 PART -TIME GIFTED CLASSES 147 SECOND LANGUAGE IMMERSION AND DUAL TRACK PROGRAMS 147 SPECIALTY SUBJECTS. . . . . . . . . . . 150 SPECIALIZED AND ALTERNATIVE SCHOOLS. 151 PRIVATE AND INDEPENDENT SCHOOLS . 152 HOMESCHOOLING. . . . . . . . . 154 CASTING THE NET FARTHER AFIELD. . 158 IX IMAGE 4 BEING SMART ABOUT GIFTED EDUCATION EXTRACURRICULAR ENRICHMENT. . . MENTORSHIPS. . . . . . . . . . . . UNDERSTANDING MENTORSHIPS STRUCTURING MENTORSHIPS . CAREER EXPLORATION . BOOKS . . . . . . . TRAVEL . . . . . . . . BEFORE YOU GO . WHILE YOU ARE AWAY . DO-NOTHING TIMES . AND SO... . . 158 160 160 162 164 165 167 168 169 170 171 SECTION IV. BEING SMART ABOUT GIFTED DEVELOPMENT 173 CHAPTER 8. MOTIVATION AND ACHIEVEMENT ISSUES 175 MOTIVATION: THE HEART OF LEARNING . . . . . . . . . . ENCOURAGING STUDENTS EXPECTATIONS OF SUCCESS . FACILITATING STUDENTS UNDERSTANDING OF THE VALUE OF LEARNING . . . . . . . . ENHANCING RESPECT AND SELF-ESTEEM MOTIVATORS: PRACTICAL STRATEGIES . . . . SUSPENSE, INTRIGUE, AND CURIOSITY. GUESSING AND FEEDBACK . . . . . USE OF PREVIOUS KNOWLEDGE. . . CONTROVERSY AND CONTRADICTION. CONDUCIVE LEARNING CLIMATE . . INNOVATIVE AND EXPANSIVE APPROACHES . EXTRINSIC AND INTRINSIC MOTIVATION ACHIEVEMENT ISSUES. . . . CULTURAL DIFFERENCES . UNDERACHIEVERS. . . . ACADEMIC MISMATCH . LEARNED HELPLESSNESS FRUSTRATION AND BOREDOM . STUDY SKILLS AND WORK HABITS . ACADEMIC OVERLOAD AND GIFTED PROGRAMMING. PRACTICAL IDEAS . IDEAS FOR MAXIMIZING MOTIVATION. . . . . . . . X 175 177 178 179 180 180 180 181 181 181 182 183 186 186 187 191 192 193 195 196 .200 .. 200 IMAGE 5 217 218 220 222 222 224 224 225 CONTENTS CHAPTER 9. HOW DOES GIFTEDNESS DEVELOP? 203 NATURE OR NURTURE? BACK TO ORIGINS. . . . 203 DEVELOPMENTAL PATHWAYS. . . . . . . . . . 204 GIFTED DEVELOPMENT IN EARLY CHILDHOOD . 205 EARLY CHILDHOOD: A SENSITIVE PERIOD . 206 YOUNG CHILDREN: RECOMMENDATIONS . 207 THE IMPORTANCE OF PLAY . . . . . . . . . . 208 EARLY ADOLESCENCE (SIGH) . 210 GIFTEDNESS: A RISK FACTOR AT ADOLESCENCE . 212 DIFFERENCES BETWEEN BOYS AND GIRLS. 213 GIRLS AND GIFTEDNESS . . . . . . . . . . . . .214 BOYS AND GIFTEDNESS . . . . . . . . . . . . . 215 GENDER STEREOTYPES AND ENCOURAGING GIFTED DEVELOPMENT . . . . . PARENTING ADOLESCENTS . . . . . . . . . . . . . . . BEING SMART AND BEING FUNNY. . . . . . . . . . . WHAT S LOVE GOT TO DO WITH IT? THE ROLE OF PASSION IN GIFTED DEVELOPMENT. . . . . . . . . . . . . . . EFFORT, PERSISTENCE, PERSEVERANCE, AND PRACTICE . . . . . . . CULTURAL DIFFERENCES . . . . . . . . . . . . . . . . . . . . . SUPPORTING GIFTED-LEVEL DEVELOPMENT MORE BROADLY PRODIGIES AND EXTREME GIFTEDNESS. . . . . . . . . . TWICE EXCEPTIONAL: LEARNING PROBLEMS AND GIFTED DEVELOPMENT. . . . . . . . . . . . . . . . . . . . . . . . . 228 IDENTIFICATION ISSUES WITH TWICE-EXCEPTIONAL LEARNERS .. 230 RECOMMENDATIONS. . . . . . . . . . . . . . 231 CAREER COUNSELING AND GIFTED DEVELOPMENT. . 235 MULTIPOTENTIALITY. . . . . . . . . . . . . . 235 CERTAINTY, UNCERTAINTY, AND TIME OUT . . 236 RECOMMENDATIONS. . . . . . . . . . . . . .237 CHAPTER 10. EMOTIONAL, SOCIAL, AND BEHAVIORAL CONSIDERATIONS . 239 GIFTED LABELING . . . . . . . . . . . 240 SCHOOL CHANGE: SOCIAL CONCERNS . . . . . . . . 242 TRANSITION EXPERIENCES. . . . . . . . . . . . 243 ADAPTING TO A GIFTED PROGRAM: SHORT TERM 244 ADAPTING TO A GIFTED PROGRAM: LONG TERM 245 SOCIAL SKILLS . . 246 SELF-CONCEPT . . . . . . . . . . . . . . . . . . . . 248 XI IMAGE 6 BEINGSMART ABOUT GIFTEDEDUCATION APPENDIX I. TEST SCORES: THE NUTS AND BOLTS OF ASSESSMENTS ... 339 INTERPRETING TEST SCORES . . . . . . . . . . . . . . . 339 TRANSLATING STANDARD SCORES INTO PERCENTILES. . 341 SCORE CONVERSION . . . . . . . . . . . . . . . 343 COMPOSITE SCORES . . . . . . . . . . . . . . . 343 INTERPRETING LOWER-THAN-EXPECTED SCORES . . 344 UNDERSTANDING SCORING PATTERNS . 345 GLOBAL GIFTEDNESS . . . . . . . 345 DOMAIN-SPECIFIC GIFTEDNESS . 345 MULTIPLE EXCEPTIONALITIES . . . 346 ANOMALOUS SCORING PATTERNS . . 346 A CASE STUDY WITH EXCERPTS FROM A PSYCHOEDUCATIONAL REPORT. 348 APPENDIX 11.EDUCATIONAL DECISION MAKING. . . . . . . . . 351 POEM THEY TELL ME I M GIFTED 357 ENDNOTES. . . 361 REFERENCES . . 385 INDEX. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 409 ABOUT THE AUTHORS . . . . . . . . . . . . . . . . . . . . . . . . ... 425 TABLE 1.1. A COMPARISON OF THE MYSTERY AND MASTERY MODELS OF GIFTEDNESS . . . . . . . . . . . . . . . . 10 TABLE 4.1. A SYNOPSIS OF ASSESSMENT TOOLS 85 TABLEA.1. STANDARD SCORE CLASSIFICATION . . . . . . . . . . . . 341 TABLEA.2. TRANSLATINGSTANDARD SCORES INTO PERCENTI1ES .... 342 XIV
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spelling	Matthews, Dona J. Verfasser aut Being smart about gifted education a guidebook for parents and teachers Dona J. Matthews and Joanne F. Foster 2. ed. Scottsdale, Ariz. Great Potential Press 2009 XX, 426 S. txt rdacontent n rdamedia nc rdacarrier Erziehung Gifted children Education Gifted teenagers Education Parents of gifted children Teachers of gifted children Eltern (DE-588)4014516-5 gnd rswk-swf Hochbegabung (DE-588)4128223-1 gnd rswk-swf Schüler (DE-588)4053369-4 gnd rswk-swf Schüler (DE-588)4053369-4 s Hochbegabung (DE-588)4128223-1 s Eltern (DE-588)4014516-5 s DE-604 Foster, Joanne F. Verfasser aut V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018734472&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis
spellingShingle	Matthews, Dona J. Foster, Joanne F. Being smart about gifted education a guidebook for parents and teachers Erziehung Gifted children Education Gifted teenagers Education Parents of gifted children Teachers of gifted children Eltern (DE-588)4014516-5 gnd Hochbegabung (DE-588)4128223-1 gnd Schüler (DE-588)4053369-4 gnd
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title	Being smart about gifted education a guidebook for parents and teachers
title_auth	Being smart about gifted education a guidebook for parents and teachers
title_exact_search	Being smart about gifted education a guidebook for parents and teachers
title_full	Being smart about gifted education a guidebook for parents and teachers Dona J. Matthews and Joanne F. Foster
title_fullStr	Being smart about gifted education a guidebook for parents and teachers Dona J. Matthews and Joanne F. Foster
title_full_unstemmed	Being smart about gifted education a guidebook for parents and teachers Dona J. Matthews and Joanne F. Foster
title_short	Being smart about gifted education
title_sort	being smart about gifted education a guidebook for parents and teachers
title_sub	a guidebook for parents and teachers
topic	Erziehung Gifted children Education Gifted teenagers Education Parents of gifted children Teachers of gifted children Eltern (DE-588)4014516-5 gnd Hochbegabung (DE-588)4128223-1 gnd Schüler (DE-588)4053369-4 gnd
topic_facet	Erziehung Gifted children Education Gifted teenagers Education Parents of gifted children Teachers of gifted children Eltern Hochbegabung Schüler
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