A History of American Gifted Education provides the first comprehensive history of the field of gifted education, which is essential to recognizing its contribution to the overall American educational landscape. The text relies heavily on primary documents and artifacts as well as essential secondary documents such as the disparate historical texts and relevant biographies that already exist. This book commences its investigation of American gifted education with the founding of the field of psychology and subsequently gifted education at the early part of the 20th century and concludes just over a century later with the passage of the No Child Left Behind Act in 2001.
"It may be impossible to navigate where the field of gifted education is going without a deep understanding of where it has been. A History of American Gifted Education is an essential text for anyone who studies or practices gifted education. Jolly deftly narrates the people and events that shaped the conceptual foundations of the field from the end of the nineteenth century to the early twenty-first century."
—Todd Kettler, Ph.D., University of North Texas, USA
Section 1 Chapter 1: The Foundational Underpinnings of a Field Chapter 2: Early Empirical Influence, High Ability, and Individual Difference Chapter 3: A New Psychology Chapter 4: Individual Difference and Its Measurement Chapter 5: The Proliferation of Psychological Study Chapter 6: Progressive Era of Education Section 2 Chapter 7: A Field of Their Own Chapter 8: Preliminary Studies of High Ability and Eminence Chapter 9: Staggered Attempts at Meeting the Educational Needs of Bright Children Chapter 10: Father of Gifted Education Chapter 11: Mother of Gifted Education Chapter 12: The Residue of Eugenics Chapter 13: Challenging the Status Quo Section 3 by Jennifer L. Jolly and Jennifer H. Robins Chapter 14: The Growth of Gifted Education Chapter 15: Legislative Initiatives Chapter 16: Technology and Science Driven Reform: Searching for Talent Chapter 17: Identification, Educational Practices, and Considerations Chapter 18: Recognizing the Need and Establishing Advocacy Organizations Chapter 19: Creativity as an Empirical Investigation Section 4 Chapter 20: Building and Sustaining Capacity Chapter 21: Continued Growth, Creativity Research, and Implementation Chapter 22: The Marland Report Chapter 23: Capacity Building Chapter 24: Acknowledged Neglect and Competing Priorities Chapter 25: Gifted Education’s Failings: Underserved Populations Chapter 26: Competing Conceptions and Definitions of Giftedness