Resources
Clark, B. (1997). Growing up gifted: Developing the potential of children at home and school.
A significant revision of one the best-selling books for gifted education. This new edition is shorter, more practical and each chapter now begins with a case study. There is also a new first chapter that explores and explains the controversy surrounding the definition of giftedness and the gifted child's right to special programs. Throughout the latter half of the book, the author provides a multitude of teach strategies appropriate for students of all ages.
Galbraith, J. (1996). The gifted kids survival guide : A teen handbook.
A book that your gifted teen can read to help him understand perfectionism, emotional sensitivity, and the rest of baggage that comes with being gifted.
Galbraith, J. (1998). The gifted kids survival guide for ages 10 and under.
A book that will help your young gifted child understand his "differences."
Kiesa, K., Ed. (2000). Uniquely gifted: Identifying and meeting the needs of the twice exceptional student.
Collection of articles about gifted kids with learning and perception problems.
Silverman, L. K., Ed. (1993). Counseling the gifted and talented.
Required reading for parents and counselors. Unique because it addresses visual-spatial learning style and introversion, learning disabilities among the gifted, and Dabrowski constructs.
Webb, J. T., Meckstroth, E. A., Tolan, S. S. (1989). Guiding the gifted child : A practical source for parents and teachers.
A handbook of parenting strategies for the parents of gifted children.
West, T. G. (1997). In the mind's eye: Visual thinkers, gifted people with dyslexia and other learning difficulties, computer images and the ironies of creativity.
Discussion of relationship between visual thinking and language processing problems. If your child is a whiz at abstract math, but stumbles when it comes to arithmetic and writing, he is not alone.
Winebrenner, S. & Espeland, P. (2000). Teaching gifted kids in the regular classroom: Strategies and techniques every teacher can use to meet the academic needs of the gifted and talented.
This is a revised, expanded, updated edition that reflects the authors' personal experiences and the changes that have taken place in education over the years. Practical, classroom-tested strategies as well as an entire chapter on identifying gifted students are included. There is also new chapter especially for parents.
Harlen, W. (1985). Primary science.
Harlen offers a variety of teaching strategies for authentic science learning in the classroom.
Krajcik, J., Czerniak, C., & Berger, C. (1999). Teaching children science: A project-based approach.
This brand-new elementary science methods text uses an innovative applied approach and is authored by three leaders in the field. The text takes a constructivist approach and practices this approach by engaging students in reflective thought and investigations.
Tomlinson, C. A. (1999). The differentiated classroom.
An excellent resource for teachers of both regular and gifted classrooms. Tomlinson outlines strategies for meeting the academic needs of all learners in the classroom.
Torp, L. & Sage, S. (1998). Problems as possibilities: Problem based learning for K-12 education.
Strategies for effectively undertaking problem-based learning in all classroom settings.
VanTassel-Baska, J., Ed. (1997). Guide to teaching a problem-based science curriculum.
Tips regarding creating and implementing a problem-based curriculum as a means to reach high ability learners as well as comply with features of curricular reform are conveyed in this informative manual.
This company offers a wealth of learning materials for the K-12 classroom in a variety of disciplines centered around Bloom's Taxonomy. The materials are ones "you'd create for yourself...if you had lots of time." Engine-uity materials have been around since 1980, using strategies of successful teachers such as differentiation and integration for students with multiple intelligences and a variety of learning styles. Some products that are available from Engine-Uity are:
Prima Kits (K-3): Prima Kits include task cards requiring students to share discoveries about topics such as magnets, folk tales, or geometry in a variety of oral, visual, written, and kinesthetic products.
Porta-Center Kits (K-7): Each Porta-Center is a small, portable center based on a single trade book (116 primary and 189 intermediate titles available). Porta-Center Kits help teachers to create a literature-based reading program that incorporates critical and creative thinking skills and stresses the understanding of good literature and a variety of ways to share books.
Mini-Center Kits (3-8): Mini-Centers are a great introduction to independent study on topics such as space, endangered species, map reading, weights and measures, and historical ships.
Learning Center Kits (Gr. 4-8): Learning centers offer ways to convert large topic areas in all disciplines such as "Colonial America" or "Weather" into learning strands with activities keyed to the six levels of Bloom's Taxonomy.
Independent Study Kits (Gr. 4-8): These kits teach research skills while having students delve into a variety of topics.
Founded in 1968 by practicing classroom teachers, Dave Yount and Paul DeKock, this company offers to help K-12 teachers accomplish one of the most difficult aspects of their job, motivating students to participate actively in the learning process, with their innovative teaching manuals. Manuals approach a variety of curricular themes using an integrated curricular approach, cooperative learning, writing to learn, and authentic assessment.
Coleman, L.J. (1994). Portfolio assessment: A key to identifying hidden talents and empowering teachers of young children. Gifted Child Quarterly, 38 (2), 65-69.
This article provided a chart of G/T characteristics that can be used to identify young children who are gifted, but we also feel it does an excellent job of summarizing the characteristics of all gifted children.
Peterson, Jean. (2001). Those who are missed: A conceptual problem?
This presentation provided excellent information about minority groups' concepts of giftedness.
Richert, E.S. (1991). Rampant problems and promising practices in identification. In Colangelo, N. and Davis, G.A. Handbook of Gifted Education. Boston: Allyn and Bacon.
This article contained the chart called "Characteristics of the Gifted That Tend to Screen Them Out of Programs." It is very useful in recognizing "negative" characteristics.
Shore, B.M. & Delacourt, M.A. (1997). Effective curricular and program practices in gifted education and the interface with general education. Journal for the Education of the Gifted, 20(2), 138-154.
This article provides excellent backing for what research proves does and does not work in G/T education.
VanTassel-Baska, J. (1998). Excellence in Educating Gifted and Talented Learners. Denver: Love Publishing Company.
This textbook contains myriad information about gifted and talented learners. Specifically, information about the Marland Report (p. 8-9), underachieving talented learners (Chapter 5), differentiation (Chapter 19), and inclusion (p. 15) was used in the development of this website.
Vaughn, V. (2001). EDPS 541: Identification of Gifted Learners. Purdue University.
Much of the information on this site came from Dr. Vaughn's course. When information came from a specific presentation, the authors indicated this. The same is true for information which came from a specific article/reading.
Webb, J.T. and Latimer, D. ADHD and children who are gifted.
This article can be found at www.ldonline.org. It has a useful chart showing the overlapping characteristics of students with ADHD and gifted students.