The second edition of this groundbreaking textbook is designed to help education professionals interested in building effective and comprehensive educational opportunities for gifted secondary students. The Handbook of Secondary Gifted Education offers an in-depth, research-based look at ways schools and classrooms can support the development of gifted adolescents. The book is the most comprehensive critical resource on this topic available. Each chapter of this educational resource is written by leading scholars and researchers in the field. The second edition includes sections on STEM, CCSS alignment, and 21st-century skills, along with discussion of working with secondary students in various content areas. The purpose of the book is to provide a research-based handbook that views gifted adolescents and their needs as the starting point for building an effective, integrated educational program.
Table of Contents
"Introduction PART I: On Being Gifted and Adolescent On Being Gifted and Adolescent: An Overview Chapter 1: Conceptions of Giftedness in Adolescence Adolescence Conceptions of Giftedness A Holistic, Developmental Framework Conclusion Questions for Discussion References Chapter 2: Identity and Career Development in Gifted Students Cultural and Historical Events Shaping the Lives of Gifted Youth Erikson’s Theory of Psychosocial Development Marcia’s Theory of Identity Formation Recent Research on Identity Formation in Gifted Youth Identity Formation in Females Identity and Needs of Diverse Students Identity Development in Gifted Adolescents Career Development of Gifted Adolescents Implications for Secondary Educators Questions for Discussion References Chapter 3: Responding to Concerns Related to the Social and Emotional Development of Gifted Adolescents Contexts: Family, Friends, School, Culture Definitions and Perspectives Two Conflicting Views Counseling Conclusion Questions for Discussion References Chapter 4: Gender, Adolescence, and Giftedness Sally M. Reis & Amy H. Gaesser Typical Gender Role Identity Issues Encountered in Adolescence Gender, Adolescence, and Giftedness Social and Emotional Factors and Gender Teacher Attitudes and Gender Gender Differences in Education, Career, and Family Implications for Parents, Teachers, and Counselors Related to Gender, Adolescence, and Giftedness Summary Questions for Discussion References Chapter 5: Being Gifted and Adolescent: Issues and Needs of Diverse Students Frank C. Worrell Background and Definitions Disproportional Representation of Diverse Groups in GATE Programs Research on Diverse Adolescents Cultural Identities and Achievement Social and Emotional Concerns The Role of Appropriate Education in Adolescence Implications for Researchers, Teachers, Counselors, and Parents Questions for Discussion References Chapter 6: The Twice-Exceptional Adolescents: Who Are They? What Do They Need? Susan M. Baum, Sara Renzulli, & Mary G. Rizza Who Are Twice-Exceptional Students? What Is it Like to be Twice-Exceptional? The Problem Meeting the Needs of Twice-Exceptional Adolescent Students The Comprehensive Plan Conclusion Questions for Discussion References Chapter 7: Understanding Gifted and Talented Adolescents’ Motivation Helen Patrick, Marcia Gentry, Jennifer D. Moss, & Jason S. McIntosh Conceptualizing Motivation Beliefs That Explain Motivation Achievement Goal Orientations Supporting the Motivation of Gifted and Talented Adolescents Questions for Discussion References PART II: Talent Development in Adolescence Talent Development in Adolescence: An Overview Sidney M. Moon Chapter 8: Understanding Elite Talent in Academic Domains: A Developmental Trajectory From Basic Abilities to Scholarly Productivity/Artistry Linda Jarvin & Rena F. Subotnik Introduction to the Talent Development Approach Rationale for the Approach Description and Discussion of the SP/A Talent Development Approach Related Resources Conclusions and Implications Questions for Discussion References Chapter 9: Matching Potential and Passion Leads to Promise: A Model for Educating Intellectually Talented Youth Jonathan Wai The SMPY Model Implications of the SMPY Model Conclusion Related Resources Questions for Discussion Acknowledgments References Chapter 10: The Role of Out-of-School Programs in Talent Devleopment for Secondary Students Paula Olszewski-Kubilius A Psychological Perspective on Talent Development A Developmental Stage Model of Talent Development That Guides Out-of-School Programming Rationale for Out-of-School Programming for Talented Adolescents Domain-Specific Considerations Developmental and Diversity Considerations Empirical Support for the Effects of Out-of-School Programs on the Development of Talent Strengths and Weaknesses of Our Theoretical Framework Implications for Practice Questions for Consideration Acknowledgments Additional Resources References PART III: What Schools Can Do What Schools Can Do: Provide Rigorous Curriculum: An Overview Felicia A. Dixon Chapter 11: The Art and Science of Teaching English to Gifted Secondary Students Felicia A. Dixon Review of Literature Review of Nonempirical Literature on Gifted Students in English Secondary Gifted Education Delivery Models Common Core State Standards and 21st-Century Skills Appropriate Strategies for Secondary Verbally Gifted Students Examples of Lessons Appropriate for Gifted Students Conclusion Questions for Discussion References Chapter 12: Social Studies in Gifted Education Kenneth G. Stuart Introduction The Social Studies Discipline Alignments With STEM, Standards, and Skills Challenging Curriculum for Middle and High School Students Strategies to Impart Curriculum Appropriate Assessment Conclusion Questions for Discussion References Appendix 12.1: 20th-Century Role-Playing Debates Appendix 12.2: Essay Criteria Appendix 12.3: Assessment Criteria for Scholarly Projects Chapter 13: Guiding Gifted Students Toward Science Expertise Shelagh Gallagher Theoretical Rationale: Science and Scientists Empirical Research: Gifted Students’ Preparation in Science Science Differentiation, Participation, and Achievement Among Gifted Students Creating an Optimal Science Program for Gifted Students Curriculum Examples Science Instruction Assessment Challenges to Change Facing the Future Questions for Discussion References Appendix 13.1: Recommended Readings From the Chapter Chapter 14: Technology Education for High-Ability Students Carl Heine, James Gerry, & Laurie S. Sutherland Developing High-Ability Technologically Talented Teens Beyond Using Technology to Creating Technology Technology Innovation Learning Opportunities: Curricular, Extracurricular, and Self-Initiated Talent and Technology Technology and Educational Standards Technology Development in School Developing High-Ability, Technologically Talented Adolescents Summary Questions for Discussion References Chapter 15: Engineering Education for High-Ability Students Branson D. Lawrence, Jr., Diane L. Hinterlong, & Laurie S. Sutherland Theoretical Rationale Concerning Teaching Adolescents and Engineering Integration Within and Beyond the STEM Framework Review of Current Empirical Literature Alignment With STEM, Common Core State Standards, Content Standards, and 21st-Century Skills Challenging Curriculum: Middle School and High School Engineering Education Programs for Students: Gifted, Talented, Motivated, and High Achieving Strategies Used to Impart Curriculum: Middle and High School Appropriate Assessment Questions for Discussion References Chapter 16: Secondary Mathematics for High-Ability Students Scott A. Chamberlin & Christine Brunko Schultz Introduction Learning for the Sake of Learning Mathematics Review of Current Empirical Literature Challenging Middle and High School Curriculum and Its Implementation in Mathematics Strategies Used to Impart Curricula: Middle and High School Summary of Instructional Strategies to Impart Curricula Final Issues Questions for Discussion References PART IV: What Schools Can Do What Schools Can Do: Provide Support Services: An Overview Felicia A. Dixon Chapter 17: Special Schools for the Gifted and Talented Michael F. Sayler University-Based Special Schools Nonuniversity-Based Special Schools Conclusion Questions for Discussion References Chapter 18: Advanced Placement Carolyn M. Callahan Introduction Assumptions About Teaching and Learning Theoretical Rationale The Empirical Evidence of AP Effectiveness Alignment With STEM, Common Core State Standards, Content Standards, and 21st-Century Skills Level of Challenge in Advanced Placement Assessment Online Options Unintended Consequences Questions for Discussion References Chapter 19: Leadership Development for High-Ability Secondary Students Catherine A. Little & Kelly L. Kearney Rationale for Leadership Curriculum and Programming Key Conceptual Tensions and Questions About Youth Leadership Development Empirical Evidence on Youth Leadership Development Linkages to Other Current Educational Initiatives and Trends Curriculum for Leadership Development Learning Contexts and Instructional Strategies Appropriate Assessment Questions for Discussion References Chapter 20: Secondary Affective Curriculum and Instruction for Gifted Learners Joyce VanTassel-Baska, Jason S. McIntosh, & Kelly L. Kearney Review of Relevant Theory and Research The Integrated Curriculum Model as a Framework for Affective Curriculum Emotional Intelligence The Emotional Intelligence Framework Summary of Lessons Strategies for Working With Gifted Secondary Learners on Affective Issues Organizing Secondary Curriculum Options Implementation Issues Conclusion Questions for Discussion References Chapter 21: Counseling High-Ability Adolescents in School Barbara A. Kerr Counselors Stages of Intervention: The Counseling Laboratory Approach Planning for College—or Alternatives Helping Students With Social and Emotional Difficulties Questions for Discussion References PART V: What Teacher Education Can Do What Teacher Education Can Do: Provide Expertise and Direction: An Overview Felicia A. Dixon Chapter 22: Preparing Teachers to Work With High-Ability Youth at the Secondary Level: Issues and Implications for Licensure Ann Robinson & Penny Kolloff Glenn’s High School Story Middle School Conversations at Jefferson Purpose Literature on Teacher Preparation in Gifted Education From Input Systems to Output in Teacher Preparation: A Short History Outcomes and Assessments for Teacher Preparation: Implications for Secondary Teachers Recommended Secondary Content and Resources for Teacher Preparation Programs Alignment of the Outcomes and the Assessments Conclusion Questions for Discussion References Chapter 23: Professional Development for the Education of Secondary Gifted Students Mary L. Slade, Peggy A. Dettmer, & Teresa N. Miller Scenario Defining Professional Development Standards for Professional Competency Rationale for Professional Development Purposes and Goals of Professional Development Determining the Professional Needs of Participants Professional Development Principles and Components Topics for Professional Development Diversity Issues in Professional Development Professional Development in an Online Environment Evaluation, Follow-Up, and Follow-Through of Professional Development Conclusion Questions for Discussion References Chapter 24: Superintendents, Principals, and Counselors: Facilitating Secondary Gifted Education Susannah M. Wood & Jean S. Peterson Superintendents Principals School Counselors Professional Development Conclusion Questions for Discussion References About the Authors Index "
Felicia A. Dixon, Ph.D. is associate professor of educational psychology at Ball State University. She directs the master's degree program in educational psychology and the license/endorsement program in gifted education. She received her doctorate from Purdue University and specializes in gifted education. Author of more than 30 articles and chapters, Dr. Dixon received the Early Scholar Award from NAGC in 2004. She is a member of the board of directors of National Association for Gifted Children and is chairperson of the Task Force on Secondary Gifted Education of NAGC.
The scope is ambitious yet at no point does the text lose site of the theoretical cohesion or practical applicability that characterize genuinely inspired interpretations of research. Regardless of whether or not a reader shares all of the views presented by these authors, he or she will undoubtedly come away from this book feeling considerably more informed about the central issues of gifted secondary education and more capable of serving the needs of gifted adolescents.,Davidson Institute for Talent Development, 1/1/06