1st Edition

Paradigms of Gifted Education
A Guide for Theory-Based, Practice-Focused Research

ISBN 9781618210937
Published September 15, 2013 by Routledge
296 Pages

USD $65.00

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Book Description

This book highlights how to conduct research in gifted education when researchers have to choose from myriad theoretical ideas, hypotheses, claims, practical models, and strategies. It shows researchers how to build clarity, rigor, and relevance into a research agenda that combats fragmentation and contributes to enhanced theoretical and practical endeavors in the field. Specifically, Paradigms of Gifted Education advocates a paradigmatic approach to conducting research in gifted education and shows how it can be done every step of the way by specifying the essential questions of What?, Why?, Who?, and How? in a coherent manner, and by selecting methods that are appropriate for the question asked and the phase of the research efforts. To facilitate the development of a research agenda, the book identifies three major paradigms of gifted education and 20 essential research questions that would help move the field forward.

Table of Contents

Acknowledgements Introduction The Case for a Paradigmatic Approach to Gifted Education Chapter 1 Conceptual Grounding of Gifted Education The Essential Questions of What, Why, Who, and How Chapter 2 Methodological Grounding of Gifted Education From Technical Rationality to Reflective Rationality Chapter 3 Three Paradigms of Gifted Education A Historical-Theoretical Account Chapter 4 The Gifted Child Paradigm I The Questions of What, Why, and Who (Research Questions 1–3) Chapter 5 The Gifted Child Paradigm II The Questions of What, Why, and Who, Extended (Research Questions 4–6) Chapter 6 The Gifted Child Paradigm III The Question of How (Research Questions 7–9) Chapter 7 The Talent Development Paradigm I The Questions of What, Why, and Who (Research Questions 10–12) Chapter 8 The Talent Development Paradigm II The Question of How (Research Questions 13–15) Chapter 9 The Differentiation Paradigm I The Questions of What, Why, and Who (Research Questions 16–18) Chapter 10 The Differentiation Paradigm II The Question of How (Research Questions 19–20) Chapter 11 Is a Unified Vision of Gifted Education Possible? A Synthesis of the Three-Paradigm Approach to Gifted Education Chapter 12 Giftedness in the Making Toward an Epistemology of Gifted Education References About the Authors Index

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David Yun Dai, Ph.D., is an associate professor of educational psychology and methodology at University at Albany, State University of New York, and a Zijiang Lecture Professor of Education and Psychology at East China Normal University. He was the recipient of the Early Scholar Award in 2006 conferred by the National Association for Gifted Children and a Fulbright Scholar to China during 2008-2009. He currently serves on the editorial boards of Gifted Child Quarterly, Journal for the Education of the Gifted, and Roeper Review. He has published seven authored or edited books and more than 70 journal articles, book chapters, encyclopedia entries, and book reviews in general psychology, educational psychology, and gifted education.

Fei Chen is a Ph.D. student in the educational psychology and methodology program at the University at Albany, State University of New York. Her research interests include self-regulated learning, learning from instruction and assessment, and gifted education.


Advocating a paradigmatic approach to inquiry in the field, authors David Yun Dai and Fei Chen focus on consistent and coherent methodology in their new book Paradigms of Gifted Education: A Guide to Theory-Based, Practice-Focused Research.,Gifted Child Today, 6/21/15
The language, rigor, and stated purpose of this text recommend its use by researchers and theoreticians as they move toward more explicit empirical investigation of the field of gifted education. In addition, educators and administrators who are willing to engage the highly technical writing would benefit from the comprehensive, research-based history of the field as a context for making immediate programmatic decisions in service to students identified as gifted. ,Kristofer Wiley, Ph.D.,Roeper Review, 9/1/14