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Annotated Bibliography
GENERAL
Albert, R.S. (Ed.) (1992) Genius and Eminence. Oxford: Pergamon. (153.98/G331, 1992)Includes chapters on 'A developmental theory of eminence', 'Motivation and creativity', 'The mad genius controversy', 'Two levels of giftedness: 'Shall ever the twain meet?', 'What do tests tell us about talents?', 'The crystallizing experience: Discovering an intellectual gift', 'Home environment and the competitiveness of highly accomplished individuals in four talent fields', 'Creative writers'.
Alexander, P.A. & Muia, J.A. (1982) Gifted Education: A Comprehensive Roadmap. Rockville: Aspen. (371.95/A435G)
Includes chapters on 'Gifted: historical perspective and definition', 'Identifying the gifted', 'Needs assessment: clarifying program focus', 'Establishing program goals and objectives', 'Determining the program format', 'Outlining roles and responsibilities', 'The gifted curriculum: a holistic approach' and 'Evaluating the gifted program'.
Bailey, S. (1985) Reflections: An interview with Dick Smith. TalentEd, 9, 4-8.
In primary school I used to have about one day a week off with a migraine headache and I think that was mainly because I just hated school, I was hopeless at it." (p.4)
Bailey, S. (1986) Reflections: An interview with Glenn Murcutt. TalentEd, 11, 11-14.
"My education in school taught me survival, to pursue the idiocy. My education taught me to pursue boredom, to cope with boredom." (p.11)
Bailey, S. (1986) Reflections: An interview with John Bell. TalentEd, 13, 8-13. [See under Drama]
Bailey, S. (1987) Reflections: An interview with Wendy McCarthy. TalentEd, 16, 14-18.
"When I was teaching some outstandingly bright, I mean gifted children ... I used to really worry that they were so much brighter than me. Then I suddenly realised that that really didn't matter, I didn't have to know it all. The joy came in letting them develop themselves, as long as you could put them on the path, and once I came to terms with that I just used to get exquisite pleasure looking at the way those little minds ticked over and saw possibilities that I hadn't dreamt of." (p.15)
Bailey, S., Braggett, E. & Robinson, M. (Eds) (1990) The Challenge of Excellence: 'A Vision Splendid'. Melbourne: Australian Association for the Education of the Gifted and Talented. (371.95/W927, 1989)
Comprises selected papers from the 8th World Conference on Gifted and Talented Children, Sydney, 1989, grouped into sections on 'Characteristics/identification', 'Underrepresented populations', 'Psychological variables', 'Programs: National/systems', 'Programs: Local/school', 'Specific talents', and 'Specific target groups'.
Bailey, S., Knight, B.A. & Riley, D. (1995) Developing Children's Talents: Guidelines for Schools. Melbourne: Hawker Brownlow Education. (CR371.95/B156d)
Covers 'Policy development', 'Identification', 'The affective domain' and 'Making provision for the gifted and talented'.
Barbe, W.B. & Renzulli, J.S. (Eds) (1975) Psychology and Education of the Gifted. Irvington, New York. (371.95/B233P 1975)
Has sections on characteristics, identification and developing and encouraging giftedness.
Blythe, T. & Gardner, H. (1990) A school for all intelligences. Educational Leadership. 47 (7), 33-37.
"The theory of multiple intelligences emphasizes the highly varied capacities of human beings. To encourage children's full development, we need fundamental changes in schools, as seen today at the Key School in Indianapolis." (p.33) The implications for schooling of the multiple intelligences theory are explored in some detail.
Bock, G.R. & Ackrill, K. (Eds) (1993) The Origins and Development of High Ability. Chichester: John Wiley. (153.98/O69)
Writers, including Sternberg, Benbow, Howe, Heller, Colangelo, Gardner and Csikzentmihalyi, discuss "the extent to which 'giftedness' depends on general intelligence, and what factors contribute to an individual being labelled as gifted. The 'nature versus nurture' debate is a major theme throughout, with a chapter describing the latest research attempting to identify specific genes that contribute to intelligence. ... Specialities investigated in particular include mathematics, science, language, music and invention." (Back cover)
Braggett, E.J. (1993) Recent historical forces on gifted education in Australia. The Australasian Journal of Gifted Education, 2 (1), 16-20.
"Seven critical issues in gifted education are ... explored in relation to the pertaining culture: these are a philosophy of giftedness, equity, disadvantaged groups, different school approaches to the education of gifted students, outmoded conceptions of giftedness, program depth and the provision of differentiated programs. Areas of conflict between traditional education and gifted education are discussed within this recent historical framework." (p.16)
Braggett, E.J. (1992) Pathways for Accelerated Learners. Melbourne: Hawker Brownlow Education. (371.950994/B813p)
Makes a distinction between accelerated learners (aka the gifted and talented) and acceleration as a form of provision. Includes chapters on 'A total school approach', 'Accelerated grade placement', 'Telescoping the curriculum for the entire class', 'Individual content acceleration', 'Enrichment', 'Curriculum considerations', 'Counselling considerations', 'Highly accelerated learners' and 'The school policy'.
Braggett, E.J. (1986) Talented, Gifted, Creative Australian Writings. Canberra: Commonwealth Schools Commission. (371.95016/B813T)
An annotated and indexed bibliography of Australian writings on the gifted, the talented and the creative.
Braggett, E.J. (1985) Education of Gifted and Talented Children: Australian Provision. Canberra: Commonwealth Schools Commission. (371.95/B813e)
Includes sections on 'An Australian Historical Perspective', 'The Changing Concept of Giftedness' and a state by state summary of policy and provision at that time.
Bridges, S.A. (Ed.) (1969) Gifted Children and the Brentwood Experiment. London: Pitman. (371.950942/G458)
In particular see chapters 7, 'A non-specialist approach to a group of high I.Q. children', 8, 'Activities and conclusions', 9, 'Mathematics' and 13, 'Experiments with a class including gifted children'. Describes some interesting work with children aged 8 to 11.
Carrington, N. (1993) Australian adolescents' attitudes towards academic brilliance. The Australasian Journal of Gifted Education, 2 (2), 10-15.
"The results of this survey provide some valuable insights into adolescent perceptions of ability, effort and athleticism. The teenagers surveyed appeared to find those who were average, nonstudious and athletic desirable, and those who were brilliant, studious and non-athletic much less desirable. However, it appears that the academically brilliant are not simply less desirable because of their ability. It appears the rejection results from an interaction with traits that are not acceptable to the adolescent world." (p.14)
Clark, B. (1992) Growing Up Gifted. New York: Merrill. (371.95/C592g)
This is the fourth edition of one of the classic texts in the field. "In the first edition of this book, inclusion and connectedness were the major themes. This fourth edition again presents these themes as the underlying focus for gifted education." (p.vii)
Clark, C. & Callow, R. (1998) Educating Able Children: Resource Issues and Processes for Teachers. London: David Fulton. (371.95/C592e)
It is stated that 'although this book has been written with the intention of informing the thinking and practice of teachers in relation to able children, many of the ideas can be extrapolated to the teaching of all children'. (p.118)
Clendening, C.P. & Davies, R.A. (1980) Creating Programs for the Gifted. New York: R.R. Bowker. (371.953/C627c)
Contains sections on 'The nature of giftedness: characteristics and identification', 'The nature of giftedness: qualitatively differentiated programs' and includes details of model programs. See also Appendix F' 'Thinking-Learning-Communicating Skills Continuum, K-12' for skill development ideas.
Cohen, L.M. (1996) Mapping the domains of ignorance and knowledge in gifted education. Roeper Review, 18 (3), 183-189.
"The field is in the middle of a major paradigm shift which threatens stability and links gifted education necessarily with general education and its major and continuing restructuring. ... Such difficulties suggest that a major stock taking is in order. To do so, a process model is suggested borrowed from the field of medicine. Based on Kerwin's Map of Ignorance, a Map of Knowledge and Ignorance is offered with several suggestions for its use. ... By using this model to determine what is known and not known, an agenda of the questions necessary for further research can be developed, practice and theory can be clarified, and new information discovered." (p.183)
Cohen, L.M., Burgess, A.C. & Busick, T.K. (1990) Teaching Gifted Kindergarten and Primary Children in the Regular Classroom: Meeting the Mandate. Eugene: Oregon Association for Talented and Gifted. (371.95/C678t)
Includes chapters on 'Definitions and characteristics', 'Identification of young gifted children', 'Assessment of level and rate of learning', 'Options and models', 'Differentiating the curriculum', 'Understanding the interests of young developmentally advanced children', 'Organizing for instruction', 'Teaching the whole child' and 'Parenting young gifted children'.
Colangelo, N. & Assouline, S.G. (eds) (1999) Talent Development III. Scottsdale, AZ: Gifted Psychology Press. (371.95/H521, 1995)
These proceedings from the 1995 Wallace Research Symposium on Talent Development include 8 keynote addresses, 8 invited papers, panel discussions and 29 concise summaries of concurrent papers &emdash; from many of the eminent researchers in this field.
Colangelo, N., Assouline, S.G. & Ambroson, D.L. (Eds) (1992) Talent Development: Proceedings from The 1991 Henry B. and Jocelyn Wallace National Research Symposium on Talent Development. Melbourne: Hawker Brownlow Education. [?]
Contains 43 papers on a wide range of issues from notable researchers, including Sternberg, Feldman, Benbow, Kerr, Kulik, Silverman and Rogers, among others.
Colangelo, N. & Davis, G.A. (Eds) (1991) Handbook of Gifted Education. Boston: Allyn and Bacon. (371.95/C683h)
Consists of 31 chapters, divided into 7 sections, with contributions from most of the major American writers in this field. Has sections on 'Conceptions and identification', 'Instructional models and practices', 'Creativity and thinking skills', 'Psychological and counselling services', and 'Special topics'.
Comerford, T. & Creed, K. (1983) Gifted and Talented Children: A Teacher's Guide. Melbourne: Education Department of Victoria. (371.95/C732G 1983)
A very useful overview, covering characteristics, identification, curriculum provision, and resources and materials, among other things.
Commonwealth Schools Commission. (1983) Curriculum for Gifted and Talented Children. Canberra: Union Offset. (371.95/c976)
Report of a national seminar held in Brisbane in 1983. Covers needs, design, implementation, and resource support and summarises discussion and recommendations.
Cox, J., Daniel, N. & Boston, B.O. (1986) Educating Able Learners: Programs and Promising Practices. Austin: Univ. of Texas Press. (371.950973/c877E)
Report of findings from the national study conducted by the Richardson Foundation in the U.S.A.
Davis, G.A. & Rimm, S.B. (1994) Education of the Gifted and Talented. Englewood Cliffs: Prentice-Hall. (371.95/D261E)
Includes chapters on acceleration, enrichment, curriculum models, creativity, underachievement, parenting and program evaluation.
Delisle, J.R. (1984) Gifted Children Speak Out. New York: Walker & Co. (371.95/D354G)
This book "is a composite of the perceptions and attitudes that thousands of young people expressed on the subject of intellectual or artistic talent". (p.11) Contains sections on 'Defining giftedness', 'Getting along with friends and classmates', 'Expressions: yours and others', 'Schools that work', '...When schools fail', 'Parents: a helping hand from home', 'Future goals, future quests', plus a section on 'Discussion guide and classroom activities'.
Dennis, W. & Dennis, M.W. (Eds) (1976) The Intellectually Gifted: An Overview. New York: Grune and Stratton. (371.95/161)
Includes material by Galton, Binet, Terman, Norbert Wiener (an 'ex-prodigy'), Hollingsworth, Stanley, and Roe, among others.
Doust, G. (1987) Reflections: an interview with Scott McGregor. TalentEd, 19, 17-21.
"The few teachers that I met along the way, that have really lived in my memory as being inspiring teachers, were those who listened. Listened and then used may last thought, my last action. Picked up on that, and encouraged that, or took that further, even if it was a negative thought or negative action." (p.17)
Durden, W.G. & Tangherlini, A.E. (1993) Smart Kids: How Academic Talents Are Developed and Nurtured in America. Kirkland: Hogrefe & Huber. (371.956/D954s)
"In this book, we present the findings of a three-year enquiry into the status of education for academcially talented students in the United States of America. ... The first eight chapters are individual case studies - a chronicle of the frustrations and triumphs of nine students and their families. ... In the second section of the book, we examine a number of programs, schools, and school systems that have implemented startegies which reflect CTY's educational philosophy." (pp.13-14)
Eby, J.W. & Smutny, J.F. (1990) A Thoughtful Overview of Gifted Education. New York: Longman. (371.95/E16t)
Covers an historical overview, physical and psychosocial aspects, the nature of creativity, a review of assessment instruments, developing a viable identification system, special needs of girls, alternative structures for program design, program models and curriculum development, evaluating your gifted program, and current issues in gifted education.
Eisner, E.W. (1994) Commentary: Putting multiple intelligences in context: Some questions and observations. Teachers College Record, 95 (4), 555-560.
"The exemplars that Gardner uses to display types of intelligence are virtually 'pure cases'. Such individuals as Martha Graham, Mahatma Gandhi, and Arnold Schonberg do represent the pinnacle of work in the domains in which they function. Most individuals, however, are nowhere near as clean. While Gardner does point out - to his credit - that high-level work in all fields usually requires more than one form of intelligence, the fact that the vast majority of the population operates in the middle range may have something to say about the meaning of types of intelligence itself. It may be much more difficult empirically and conceptually to display the clarity of acute types in dealing with vast populations in which the mix is more balanced." (p.559)
Elkind, D. (1988) The Hurried Child. Reading: Addison-Wesley. (305.23/E43h)
"When school is looked upon as an assembly line and when there is pressure to increase production, there is a temptation not only to fill the bottles faster but also to fill them earlier." (p.48) "What schools teach children, more than anything else, is that the end result, or grade, is more important than what the grade was supposed to mean in the way of achievement. Children are much more concerned with grades than with what they know." (p.56)
Eyre, D. & Marjoram, T. (1990) Enriching and Extending the National Curriculum. London: Kogan Page. (375.00941/E98e)
Outlines the nature and uses of enrichment and extension, including Bloom's taxonomy and Renzulli's enrichment triad model, along with a chapter on 'Examples of good practice and personal experiences'.
Farmer, D. (Ed.) (1993) Gifted Children Need Help? Sydney: NSWAGTC. (371.95/G456)
An almost exclusively Australian compilation of articles on such issues as 'Is special provision needed?', 'Identifying gifted children', 'Gifted preschoolers and early entry', 'Gifted readers', 'Acceleration', 'Special schools, special programs', 'The underachiever tragedy', 'The child's needs', 'Parenting gifted children' and 'Local groups', along with a useful reference section.
Feldman, D.H. (Ed.) (1982) Developmental Approaches to Giftedness and Creativity. San Francisco: Jossey-Bass. (155.455/F312D)
Includes chapters on 'A developmental framework for research with gifted children', 'Giftedness: speculations from a biological perspective', 'On the hypothesized relation between giftedness and creativity', 'Growing up prodigies: the midlife crisis' and 'The optimal match: devising the best compromise for the highly gifted student'.
Feldman, R.D. (1982) Whatever Happened to the Quiz Kids? Chicago: Chicago Review Press. (155.455/F312W)
Consists of numerous case studies and a concluding chapter on 'Reflections of growing up gifted'.
Ferguson, L. (1988) Each and Every One: Catering for Individuals in Schools. Brisbane: Curriculum Services Branch, Dept of Education, Queensland. (CR371.394/F352e)
"The first section, 'Principles of catering for individuals in schools', lists principles that derive from the school needs of individual learners and that give rise to effective and flexible teaching strategies. The second section, 'classroom practices which cater for individuals in schools', presents a selection of observed or reported classroom experiences where these principles are demonstrated in practice." (p.1)
Fetterman, D.M. (1987) Gifted and talented education in the Soviet Union. Gifted Education International, 4 (3), 180-186.
"This article presents a brief review of the Soviet Union's educational approach to gifted and talented children, focusing on the Young Pioneer Palace in Moscow. ... In the Soviet Union, an egalitarian ideology is circumvented by special programs and an elaborate network of after-school programs." (p.180)
Freeman, J. (1983) Clever Children. Feltham: Hamlyn. (155.455/F855c)
Subtitled 'A Parent's Guide', this paperback also contains information of use to teachers, especially in chapters 6, 'Early success as school', 7, 'Too clever by half' and 8, 'Educating clever children'.
Gallagher, J.J. & Gallagher, S.A. (1994) Teaching the Gifted Child (4th ed.) Boston: Allyn and Bacon. (371.95/G162t/1994)
Comprises 'Part I: The gifted child and the changing school program', 'Part II: Content modifications for the gifted' and 'Part III: Information-processing strategies'.
Gallagher, J.J. (Ed.) (1974) Gifted Children: Reaching Their Potential. Jerusalem: Kollek & Son. (371.956/G458)
A collection of papers from the third International Conference on Gifted Children. Includes Whitmore, 'Identifying and programming for highly gifted underachievers in the elementary school', Parnes, 'Creativity: the process of discovery', Stanley, 'Educational non-acceleration: an international tragedy', Torrance, 'Gifted children of the future: Predictions and proposed solutions' and Freeman, 'Is high intelligence a handicap?'
Gardner, H. (1994) Intelligences in theory and practice: A response to Elliot W. Eisner, Robert J. Sternberg, and Henry M. Levin. Teachers College Record, 95 (4), 576-583.
"My own view is that MI theory has proved catalytic in schools all over the country precisely because it allows individuals (particularly parents and teachers), in a nonthreatening way, to look more carefully at children, to examine their own assumptions about potential and achievement, to consider a variety of approaches to teaching, to try out alternative forms of assessment - in short, to begin the fundamental kind of self-transformation that is necessary if schooling is to improve significantly." (p.582)
Gardner, H. (1993) Multiple Intelligences: The Theory in Practice. New York: Basic Books. (370.1523/G227m)
Comprises section on 'The theory of multiple intelligences', 'Educating the intelligences', 'Assessment and beyond: The components of an MI education' and 'The future of work on multiple intelligences'.
Gardner, H. (1989) To Open Minds. New York: Basic Books. (370.973/G227t)
"In an individual-centered school, it is important that the child's own profile of intelligences be regularly monitored. School personnel should know the learning strengths and styles of each child. Moreover, this monitoring should be done regularly, because profiles of intelligence change over time." (p.294)
Genshaft, J.L., Bireley, M. & Hollinger, C.L. (Eds) (1995) Serving Gifted and Talented Students. Austin: Pro-Ed. (371.95/S492)
"The design of this book is simple. We have identified the major issues in gifted education, presented the latest research and thinking of some of the country's most noted experts, and have ended many chapters with specific ways for practicing support staff to incorporate this information into their daily work." (p.x)
George, D. (1992) The Challenge of the Able Child. London: David Fulton. (371.95/G347c)
"In order to discuss intelligently what should be done for our more able children in the educational system, we must describe firstly who we are talking about, understand the special needs and characteristics of these young people and how to identify them more accurately. The second part of the book looks primarily at the provision for our more able children and strategies for teaching them." (p.viii)
Gottfried, A.W., Gottfried, A.E., Bathurst, K & Guerin, D.W. (1994) Gifted IQ: Early Developmental Aspects. New York: Plenum. (155.455/G458)
Reports findings from the Fullerton Longitudinal Study, which followed the development of 130 1-year-olds and their families. "We take exception to the concept of the hurried child with respect to early cognitive skill training, which Elkind ... conceives of as pushing children to satisfy parental needs. ... Although we acknowledge that some parents may indeed inappropriately push and pressure children, this does not appear to be the general case in the early development of children who attain gifted IQs. The opposite danger lies in the understimulation of potentially gifted children for fear of pushing them." (pp.182-183)
Goodall, M. & Culhane, B. (1991) Teaching Strategies for a Clever Country. Melbourne: Australian Association for the Education of the Gifted and Talented. (CR371.956/T253)
Includes chapters on 'Giftedness: A fair go for all Australians', 'Personal development of the gifted and talented', Empowering a thinking school community', 'Information literacy: Resources and strategies for teachers of gifted students', 'Lifting the lid on thinking: Strategies for positive school change', and 'Springboards to imagination: Classroom approaches to the development of thinking skills', among others.
Gowan, J.C., Khatena, J. & Torrance, E.P. (Eds) (1979) Educating the Ablest. (2nd ed.) USA: F.E. Peacock. (371.95/G722E)
Contains 40 papers, including sections on 'Disadvantaged gifted youth', 'Women', 'Curriculum', 'Program', and 'New Horizons'. In particular see Renzulli's paper on 'The enrichment triad model: A guide for developing defensible programs for the gifted and talented'.
Gross, M.U.M. (1994) What Research Tells Us ... About Gifted and Talented Students. Kensington: University of NSW. (CR371.95/G878w)
An audiotape of approximately one hour's duration, covering research evidence on identification, special needs and provision.
Gross, M.U.M. (1993) Exceptionally Gifted Children. London: Routledge. (371.951/G878e)
Examines the origin, development and school histories of 15 Australian children of IQ160+, but also reviews a wide range of literature on giftedness in general and on the exceptionallly gifted in particular. Argues for the need to recognise, and measure, levels of giftedness.
Gualtney, J. (1998) What is the source of gifted memory abilities? Quest, 9 (1), 2-5.
'Previous research has found, not unexpectedly, that gifted children perform better on a host of cognitive tasks than do nongifted children. Similar results were found here for a strategic memory task, with gifted children initially having higher levels of recall and strategic functioning than nongifted children. But this advantage was lost over trials, with the nongifted children eventually catching up and performing as well as their gifted peers. It is not likely that the gifted children became bored with the task and ceased to exert effort. ...
Gifted children had an immediate recall advantage on the initial trial which disappeared with subsequent trials. This may hold one key to understanding gifted children's advantage in real-world tasks, where material may be presented one time only, and the race belongs to the swiftest. Those who can render the novel familiar on the first exposure have an advantage over those who require more experience with to-be-learned material ....' (p.4)
Gubbins, E.J., St Jean, D., Berube, B.N. & Renzulli, J.S. (1995) Developing the Gifts and Talents of All America's Students: NRC/GT - 1990-1995. Storrs: National Research Center on the Gifted and Talented. (Q371.956/R43295218)
"The scope of the NRC/GT is described in Part I: Dream and Design for the NRC/GT. Part II: Charting New Directions Based on Research presents a synthesis of the findings and themes across studies and commissioned papers." Covered are 'Characteristics and identification', 'Special populations', 'Program impact, options and outcomes', 'Professional development' and 'Policy, program organization, and management'. (p.ix)
Guskin S.L., Okolo C., Zimmerman, E. & Peng, C.J. (1986) Being labeled gifted or talented: Meanings and effects perceived by students in special programs. Gifted Child Quarterly, 30 (2), 61-65.
This survey of 295 9-15 year olds "who are above average to superior in abilities or talent but not necessarily outstanding, have highly favorable views of themselves and of academically gifted and artistically talented students more generally. They believe that giftedness can be attained by hard work and that gifted and talented students are not very different from others; they perceive others as treating them either no differently than others or more favorably. Only a minority report negative reactions from peers." (p.64)
Hansen, J.B. & Hoover, S.M. (Eds) (1994) TalentDevelopment: Theories and Practice. Dubuque: Kendall/Hunt. (371.95/T143)
Includes chapters on 'Understanding technical issues and problems in identifying talented students', 'Language arts for verbally precocious elementary students', 'Developing secondary thematic units', 'Motivation and highly able strudents: Resolving paradoxes', 'Gifted kids who can but ...: Implications of attribution theory' and 'The highly gifted: Their nature and needs'.
Hany, E.A. & Heller, K.A. (Eds) (1993) Competence and Responsibility. Gottingen: Hogrefe & Huber. (371.95094/E89c, Vol 1)
Comprises abstracts of the papers submitted to the Third European Conference of The European Council for High Ability, Munich, 1992. The abstracts are short, but numerous and cover a diverse range of topics - eg Lukacs & Paksy, 'Developing extraordinary talents in ordinary children'; Sahin & Duzen, 'The "gifted child" stereotype among university students and elementary school teachers'; Van Rossum, 'Talent in sport: Characteristics of top-level athletes according to their coaches'; and Kalmbach, 'Mathematically talented girls and women'.
Heller, K.A. & Hany, E.A. (Eds) (1994) Competence and Responsibility: The Third European Conference of The European Council for High Ability. Vol. 2. Gottingen: Hogrefe & Huber. (371.95094/E89c)
Includes a wide range of papers on 'Ability and achievement', 'Creativity and innovation', 'Development of giftedness and talent', 'Gender issues', 'Special groups', 'Identification and psychological measurement problems', 'Gifted education and program evaluation', 'Teachers of the gifted', and 'Policy and advocacy in gifted education'.
Heller, K.A., Monks, F.J. & Passow, A.H. (Eds) (1993) International Handbook of Research and Development of Giftedness and Talent. Oxford: Pergamon. (371.95/H477i)
Comprises 53 chapters covering seven sections: 'Historical perspective and perennial issues', 'Conceptions and development of giftedness and talent', 'Identification of giftedness and talent', 'Programs and practices for nurturing the gifted and the talented', 'Other components of nurturing giftedness and talent', 'Examples of country efforts, policies, programs and issues', 'Present and future education of the gifted and talented'.
Hemery, D. (1991) Sporting Excellence: What Makes a Champion? London: Collins Willow. (796/H488s, 1991)
"To me it is obvious that throughout this survey we have been looking at human endeavour, something which transcends the outcome of any contest and is not limited to sport. I believe that if any of these individuals had put their thoughts , enthusiasm and energies into another area in which they had a reasonably good amount of talent, they could have become high achievers in that area. Interestingly, they are all very 'normal' people. They are not freaks of nature." (p.267) Includes chapters on 'Courage and risk taking', 'Childhood and growing up', 'Personal attributes', 'The mind is key', 'Creativity, visualization and imagery', 'Concentration and control'.
Henry, M.E. (1991) Expectations of teachers and students: A gifted classroom observed. Gifted Education International, 7 (2), 69-75.
"The purpose of this study was to enlarge on our understanding of the expectations of gifted students and their teachers in their classroom. Data were sought through participant observation and interviewing. ... Students' expectations were in the main compatible with the teachers', their primary expectations being to learn and to have fun." (p.69) Includes the nine-question interview protocol used.
Hollander, P. (nd) Case Studies of More Able Pupils in Primary Schools. Oxford: NACE. (CR371.95/C3371)
Comprises 12 short (about one page each) case studies of children aged 5&endash;11, from a variety of British primary schools.
Horowitz, F.D. & O'Brien, M. (Eds) (1985) The Gifted and Talented: Developmental Perspectives. Washington: American Psychological Association. (153.98/H816G)
The 15 chapters include 'Cognitive development in the gifted and talented', 'Creativity testing and giftedness', 'Psychosocial development in intellectually gifted children', 'Giftedness and moral responsibility: Creative thinking and human survival', 'Giftedness and the construction of a creative life', and 'Commonalities between the intellectual extremes: Giftedness and mental retardation'.
Howard, R.W. (1991) All About Intelligence: Human, Animal and Artificial. Kensington: University of New South Wales Press. (153.9/H851a)
Includes chapters on 'The mystery of intelligence', 'What is intelligence?', 'Measuring intelligence', 'Extremes of ability: Talent, genius, and retardation', 'Some controversial issues surrounding intelligence', 'The growth and ageing of intelligence', 'Education and intelligence' and 'Other intelligences'.
Howe, M.J.A. (Ed.) (1990) Encouraging the Development of Exceptional Skills and Talents. Leicester: The British Psychological Society. (155.455/E56)
Includes chapters on early prodigious achievement, sibling relations in creative lives, aspects of motivation, musical excellence, early stimulation and verbal talents, exceptional mathematical reasoning ability, and Gardner's multiple intelligences.
Imison, K., Endean, L. & Smith, D. (Eds) (1986) Gifted and Talented Children - A National Concern. Toowoomba: Darling Downs Institute Press. (371.95/N277 1985)
Contains papers from the Second National Conference on Gifted and Talented children, in Brisbane.
Ingram, C.F. & Todd, S.M. (1983) You and the Gifted Child. Springfield: Charles C.Thomas. (371.95/I54Y)
This book is designed "to provide teachers and parents of gifted and talented children with an up-to-date view of the state of the art in education of the gifted... [and] with some 'how-to-do' or 'how-to-work-with' activities and strategies for planning programs for gifted and talented youth." (p. 7) Part III includes chapters on Creativity, Mathematics, Reading and Language Arts, Science, Visual and Performing Arts.
Jacob, A. & Barnsley, G. (Eds) (1996) Gifted Children: The Challenge Continues. Sydney: NSWAGTC. (371.95/G4585)
Comprises about 40 articles and other items from recent issues of the NSW Association for Gifted and Talented Children's journal, Gifted. Major sections include 'Policy and programs', 'Identifying/understanding giftedness', 'Parenting', 'Affective needs of gifted children', 'Early childhood', 'Differentiating the curriculum', 'Acceleration', 'Gifted learning disabled', 'School programs/special courses', 'Giftedness in isolation', and 'Support groups'.
Jones, L. (Ed.) (1993) Curriculum for Able Children. London: NACE/NAGC. (Q371.95/N118c)
Includes papers on 'Identification of gifted with the Dynamic Assessment Procedure (DAP)', 'Successfully identifying and serving gifted pre-schoolers in the United states', 'Thinking skills and the able child', 'Young gifted children writing poetry' and 'Making provision for able pupils in a comprehensive school'.
Kagan, D.M., Dappen, L. & Ward, N.D. (1988) Using class climate scales to evaluate gifted inservice programs. The Exceptional Child, 35 (1), 53-.
"This study represents a novel approach to evaluating the effectiveness of an inservice program designed to help teachers enrich classroom instruction to make it more appropriate for gifted students. Results indicate that the number of inservice courses taken by teachers over a two and one-half year period was associated with increased emphasis in their classes on higher-level thinking skills and illustrates the use of class climate scales as a tool for program evaluation." (p.53)
Kanevsky, L. (1995) Learning potentials of gifted students. Roeper Review, 17 (3), 157-163.
"Research on the sources of differences in the learning potentials of gifted and nongifted students is synthesized in a dynamic model. Group differences between gifted and nongifted students are examined as well as inter-individual differences between gifted students and intra-individual differences within a gifted student. Three sets of factors contribute to these differences: intellectual, non-intellectual, and environmental. Intellectual factors are further discussed in three clusters: general knowledge, information processing efficiency and metacognitive skills and knowledge." (p.157)
Kanigher, H. (1977) Everyday Enrichment for Gifted Children at Home and School. Los Angeles: N/S-LTI-G/T. (371.956/K16E)
Includes chapters on art, geography, reading and language, maths, music and science. Designed for use by parents, teachers or children themselves.
Kaplan, S.N. et al. (1979) Inservice Training Manual: Activities for Identification/Program Planning for the Gifted/Talented. Baltimore: Maryland State Department of Education. (371.95/K17I)
Deals with identification, characteristics, objectives and planning a program, by means of simulation exercises, case studies, etc.
Kaplan, S.N. (Ed.) (1980) Educating the Preschool/Primary Gifted and Talented. Ventura: Ventura County Superintendent of Schools. (371.95/K17E)
"The intent of this publication is to direct attention to the need for identifying young gifted/talented children and providing programs for them." (p.iii) Includes sections on identification, program and curriculum, parents, research and exemplary programs.
Karnes, F.A. & Collins, E.C. (1980) Handbook of Instructional Resources and References for Teaching the Gifted. Boston: Allyn and Bacon. (371.95016/K18H)
An extensive list of commercially available materials, including kits, games, simulations and books, as well as a set of criteria for the selection of such material.
Kerry, T. (Ed.) (1983) Finding and Helping the Able Child, London: Croom Helm. (371.952/F494)
Includes chapters on 'Identifying the able child', 'John: a case-study of a child at risk', 'Principles of curriculum building for the able child', 'The able child in the primary school', 'The able child in the secondary school', 'Provision at the school level: one school's initiative' as well as an overview of provision at the LEA level, particularly in Essex.
Khatena, J. (1982) Educational Psychology of the Gifted. New York: Wiley. (371.95/K45E)
Includes chapters on kinds of giftedness, identification, creative imagination, guidance, special groups and educational models.
Kirschenbaum, R.J. (1993) An interview with Carolyn M. Callahan. The Gifted Child Today, 16 (3), 28-33.
Covers program evaluation mainly, with asides on enrichment, acceleration (especially early entry to school) and gifted girls. "Children have told me that the one hour a week they spend in the gifted program is the only meaningful time they spend in school. I would rather see children go to a school where there may not be a gifted program, but they enjoy being in school. It's tragic when one hour a week has to be their saving grace." ... "Services for gifted and talented students tend to consist of a closed, unidimensional program, rather than an open, multidimensional program that individualizes educational opportunities according to the gifts and talents of each student." (p.31)
Klein, P.S. & Tannenbaum, A.J. (Eds) (1992) To Be Young and Gifted. Norwood: Ablex. (155.455/T627)
Includes chapters on 'Early signs of giftedness: Research and commentary', 'Creative giftedness in children', 'A developmental view on the early identification of the gifted', 'The early development of three profoundly gifted children of IQ 200', 'The use of standardized tests with young gifted children', 'Precocious reading of English: Origins, structure, and predictive significance', 'Early interactions and metacognitive development of gifted preschoolers' and 'Meeting the educational needs of all students in the heterogeneous class', among others.
Landvogt, J. (1991) Teaching Gifted Children: Developing Programs for Schools. Melbourne: Education Impressions. (371.95/L264t)
Written by an Australian secondary school teacher, this book covers background information on identification, grouping, acceleration, enrichment and underachievement in Part One. In Part Two there are chapters on programming and practice, Philosophy for Children, TOM and FPS, and examples of Julie's own programs at her school.
Lee&endash;Corbin, H. & Denicolo, P. (1998) Recognising and Supporting Able Children in Primary Schools. London: David Fulton. (371.95/L478r)
Includes chapters on 'Key research and able children', 'Portraits of the able child', 'Emerging issues', 'Case studies of achieving able children', 'Case studies of under-achieving able children', 'Able children and the school', 'Exploring the classroom situation' and 'The able child at home'.
Levin, H.M. (1994) Commentary: Multiple intelligence theory and everyday practices. Teachers College Record, 95 (4), 570-575.
"We cannot tell if the ideas work without seeing them in 'ordinary' practice, that is, replicated in ordinary settings away from university researchers and learning laboratories." (p.574)
Lund, D.E. (1994) Conceptions of intelligence in an academic community. Journal of Educational Thought, 28 (1), 59-87.
Three academics "are engaged individually in reflective conversations, during which they discuss their notions of intelligence together with the researcher." (p.59) "When our talk turns to 'multiple intelligences' theories, Joe shares his harshly critical views of Howard Gardner in particular, to whom he refers as a 'modern-day guru of educational research in intelligence.' ... Joe argues that this 'new and improved theory is really no improvement at all, since he still sees his multiple domains of intelligence as somehow stable and measurable, almost like mini-IQs.'" (p.80)
Maker, C.J. (Ed.) (1993) Critical Issues in Gifted Education, Vol.3: Programs for the Gifted in Regular Classrooms. Austin: Pro-Ed. (371.953/P9645)
Comprises 28 chapters and a concluding overview, covering 'Schoolwide management and programs', 'Curriculum differentiation', 'Classroom management systems and techniques', and 'Programs and models for extending learning beyond the classroom'. A wide-ranging coverage, combining theory and practice.
Maker, C.J. (1986) Critical Issues in Gifted Education: Defensible Programs for the Gifted. Rockville: Aspen. (371.950973/M235C)
Contains chapters by various writers grouped under four headings - definition, developing curricula, enrichment versus acceleration, and policies, program development and evaluation.
McCluskey, K.W. & Walker, K.D. (1986) The Doubtful Gift. Kingston: Ronald P. Frye. (371.95/M166d)
Subtitled 'Strategies for educating gifted children in the regular classroom'. References cited are a bit dated but see chapter 5, 'Establishing a school-based program', and chapter 6, 'Programming for the gifted'.
McGrath, C. & Forster, J. (Eds) (1993) Gifted Challenge. Sydney: NSWAGTC.
This book of proceedings from the First NSW State Conference for the Education of Gifted and Talented Students includes 25 papers grouped in sections on 'Special needs', 'School and classroom practices', 'Identification issues' and 'Special programs'.
Milne, H.J.O. (Ed.) (1991) Gifted Children: Meeting the Challenge of their Special Needs in the Regular Classroom. Brisbane: QAGTC. (371.95/Q3g)
Comprises 40 papers from a QAGTC state conference, covering theoretical perspectives, identification and a range of programs and provisions.
Monks, F.J., Katzko, M.W. & van Boxtel, H.W. (Eds) (1992) Education of the Gifted in Europe: Theoretical and Research Issues. Amsterdam: Swets & Zeitlinger. (371.95094/E24)
A report of the educational research workshop held in Nijmegen (The Netherlands) in July 1991. In particular see the contributions from van Boxtel, Freeman, Span, Raven, Hany & Hany, but also look for challenging ideas in other papers.
Morgan, H. (1996) An analysis of Gardner's theory of multiple intelligences. Roeper Review, 18 (4), 263-269.
"Gardner suggests that the human organism has seven distinct units of intellectual functioning. He labels these units intelligences, each with its own observable and measurable abilities. The Gardner hypothesis of intelligence is examined within the context of g, and Gardner's MI Theory is compared to the work of cognitive style theorists. This report concludes that MI theory did not discover new 'intelligences', but rather, put forth a reframing of what others have defined as cognitive styles." (p.263)
National Association for Gifted Children (1986) Research and Evaluation Convention Proceedings. Las Vegas: NAGC. (371.95/N277R)
"The abstracts range from methodological issues to program evaluations. They include studies of cognitive and non-intellective aspects of giftedness. They investigate sex differences, family interactions, and acceleration." (p.i)
The Parliament of the Commonwealth of Australia. (1988) The Education of Gifted and Talented Children: Report by the Senate Select Committee on the Education of Gifted and Talented Children. Canberra: AGPS. (371.950994/A938e)
"The Committee does not subscribe to he notion that every child is gifted. Children can generally do one thing better than they can do other things. This does not indicate, however, that these children are gifted in the one particular area where their performance is higher than in other areas. The criterion against which talent should be judged is the performance level of their age peers." (p.1) Includes chapters on 'definition and identification', 'educational provisions', 'characteristics and concerns', 'special populations', and 'the pursuit of excellence'.
Parke, B.N. (1989) Gifted Students in Regular Classrooms. Boston: Allyn and Bacon. (371.956/P237g)
Includes chapters on 'Finding gifted and talented students', 'Planning the programs', 'Developing an environment for learning', 'Adjusting the pace of learning', 'Varying the depth of learning', 'Accommodating individual interests', 'Models for developing curriculum', 'Putting it all together: case studies' and 'Troubleshooting'.
Passow, A.H. (Ed.) (1979) The Gifted and the Talented: Their Education and Development. Chicago: NSSE. (371.95/P289G)
Consists of 27 papers including 'The Terman genetic studies of genius, 1922-1972', 'Language Arts and Social Studies curriculum in the elementary school', 'Teachers and mentors', 'From art student to fine artist: potential, problem finding, and performance', and 'The gifted and talented woman'.
Passow, A.H. (1991) Research problems in developing giftedness: A worldwide perspective. Gifted Education International, 7 (2), 58-61.
"The paper analyses world perspectives on gifted education, examining definitions and identification procedures together with attitudes towards provision. The author provides a succinct overview of general areas of research; but, more importantly, identifies key areas in the field of gifted education which require further clarification and rigorous examination." (p.58)
Perkins, D. (1992) Smart Schools. New York: The Free Press. (370.15/P448s)
Subtitled 'From training memories to educating minds'. "What will you discover here? Most of all, information and ideas that can help to inform and energize schools and foster thoughtful learning. These pages offer an overview of the new science of teaching and learning. Although it cannot be complete, it will, I hope, be provocative and empowering." (p.17)
Piirto, J. (1994) Talented Children and Adults: Their Development and Education. New York: Merrill. (371.950973/P634t)
"Part I considers 'Who are the gifted and talented?' I have formulated a pyramidal framework based on my synthesis and thinking that looks at adult talent and its precursors in childhood behavior. The core of the pyramid is its base, personality aspects, and not IQ or talent. ... Part II considers the paths of talent development, from birth to adult. ... Part III considers what one does with talented kids, in curriculum and counseling." (p.viii)
Povey, R.M. (Ed.) (1980) Educating the Gifted Child. London: Harper & Row. (371.95/P879E)
Contains sections on research and practice, techniques and strategies, and an interesting section of individual case studies.
Renzulli, J.S. (1994) Schools for Talent Development: A Practical Plan for Total School Improvement. Mansfield Center: Creative Learning Press. (Q371.95/R424st)
"This book describes a plan that has already demonstrated its effectiveness in bringing about significant changes in schooling. The plan, entitled the Schoolwide Enrichment Model (SEM), is a systematic set of specific strategies for increasing student effort, enjoyment, and performance, and for integrating a broad range of advanced level learning experiences and higher order thinking skills into any curricular area, course of study, or pattern of school organization. The general approach of the SEM is one of infusing more effective practices into existing school structures rather than layering on additional things for schools to do."
Renzulli, J.S. & Purcell, J.H. (1996) Gifted education: A look around and a look ahead. Roeper Review, 18 (3), 173-178.
"The purpose of this article is to point out that the field of gifted and talented education is entering, once again, into a period of intense change. Three questions are answered: What changes within the field herald a reconceptualization? How does the current transformation differ from previous changes? and What are the next steps for practitioners in the field?" (p.173)
Renzulli, J.S. & Reis, S.M. (1985) The Schoolwide Enrichment Model. Mansfield Center: Creative Learning Press. (371.95/R424s)
Subtitled 'a comprehensive plan for educational excellence' this book explains the triad/revolving door model' and includes numerous examples of forms devised to support this model.
Roedell, W.C., Jackson, N.E. & Robinson, H.B. (1980) Gifted Young Children. New York: Teachers College Press. (371.95/R712G)
Covers definitions, characteristics, identification and programs (basic principles of planning, program evaluation and description of sample programs). Provides a concise overview.
Rowe, H.A.H. (Ed.) (1991) Intelligence: Reconceptualization and Measurement. Hillsdale: Lawrence Erlbaum. (153.9/R878i)
See Rowe, 'Introduction: Paradigm and context', Raaheim, 'Is the high IQ person really in trouble? Why?', Sternberg, 'Theory-based testing of intellectual abilities: Rationale for the triarchic abilities test', and Cropley, 'Improving intelligence by fostering creativity in everyday settings'.
Sachs, O. (1995) Prodigies. The New Yorker, 9 January, 44-65.
Provides a detailed case study of Stephen Wiltshire, an artistic savant and prodigy, along with reference to other cases and to the issues of creativity, autism and talent.
Schommer, M. & Dunnell, P.A. (1997) Epistemological beliefs of gifted high school students. Roeper Review, 19 (3), 153-156.
'Sixty-nine gifted high school students first completed an epistemological questionnaire and then wrote solutions to dilemmas presented in the form of Dear Abby letters. Descriptive statistics revealed substantial variability in students' epistemological beliefs. Regression analyses indicated that the more students believed that the ability to learn is fixed at birth, that learning is quick or not-at-all, and that knowledge is unchanging, the more likely they wrote oversimplistic and unalterable solutions. Analysis of variance indicated that students performing below academic expectations were more likely to believe that the ability to learn is fixed at birth.' (p.153)
Schwartz, L.L. (1994) Why Give 'Gifts' to the Gifted? Thousand Oaks: Corwin Press. (371.950973/S399w)
Her answer: because it is an investment in a national resource. Includes chapters on identification, personal qualities, fostering giftedness, gifted females, educational options, and summaries of several longitudinal or follow-up studies (Terman's, SMPY, Hunter High).
Shore, B.M. et al. (Eds) (1983) Face to Face with Giftedness. New York: Trillium Press. (371.95/F138).
A selection of papers from the 4th World Conference on Gifted and Talented Children, Montreal 1981.
Shore, B.M., Cornell, D.G., Robinson, A. & Ward, V.S. (1991) Recommended Practices in Gifted Education: A Critical Analysis. New York: Teachers College Press. (371.95/R311)
"The authors have identified 101 recommended practices in gifted education chosen from 100 books and 'discuss the sources of the advice to carry out each practice, the research - especially empirical research - which supports or refutes each practice, the implication of the state of knowledge for practice, and the research still needed to strengthen our knowledge base.'" (p.xiii) The practices cover 'Advocacy and administration' (10), 'Identification and assessment' (15), 'Curricular and program policies' (24), 'Advice to educators' (17), 'Advice to parents' (10), 'Advice to professionals' (6), 'Social and emotional adjustment' (8), and 'Special groups of gifted children' (11).
Shurkin, J.N. (1992) Terman's Kids: The Groundbreaking Study of How the Gifted Grow Up. Boston: Little, Brown & Co. (155.455/S562t)
Looks back over Terman's longitudinal study, with several detailed case studies of participants. "The many flaws in Terman's study are well documented, and, certainly, what we can learn from comparing his bright, kind, and open Termites with the rest of humanity is limited." (p.288)
Silverman, L.K. (1994) The moral sensitivity of gfted children and the evolution of society. Roeper Review, 17 (2), 110-116.
"In this article, I use a combination of clinical observations and theoretical propositions to demonstrate that the cognitive complexity and certain personality traits of the gifted create unique experiences and awarenesses that separate them from others. A central feature of the gifted experience is their moral sensitivity, which is essential to the welfare of the entire society. These inner qualities of the gifted are overlooked in most of the formulations of giftedness and talent." (p.110)
Simic, A. & McGrath, C. (Eds) (1994) Developing Excellence: Potential into Practice. Dickson: AAEGT.
This book of proceedings from the Fifth National Conference for the education of Gifted and talented Children, in Perth, comprises 42 papers grouped in sections on 'World view', 'Policy', 'Attitudes, opinions and beliefs', 'Underachievement', 'Characteristics and identification', 'Teacher, parent/teacher', 'School programs and provisions' and 'Teaching/organisational strategies and curriculum differentiation'.
Sisk, D. (1987) Creative Teaching of the Gifted. New York: McGraw-Hill. (371.953/S622c)
Includes chapters on 'Individualizing education for the gifted', 'Curriculum strategies for the gifted', 'Science and mathematics for the gifted', 'Language arts and social studies for the gifted', 'Evaluation of programs for the gifted', and 'Counselling and guiding the gifted', among others.
Smith, J.C. (1986) Beginning Early: Adult Responsibilities to Gifted Young Children. New York: Trillium Press. (371.95/S651B)
"The purpose of this book is to offer guidance to the adults who participate in the life of the gifted young child." (p.i) Lists goals for administrators, teachers, parents, siblings and peers, mentors and for programming.
Smutny, J.F. & Blocksom, R.H. (1990) Education of the Gifted: Programs and Perspectives. Bloomington: Phi Delta Kappa. (371.953/S666e)
A short book that nevertheless covers identification, strategies for teaching the gifted, building support for the gifted program, preschool gifted children, gifted girls, special populations, gifted programs for secondary school students, and evaluating gifted programs. It also contains the addresses of gifted associations and journals.
Snyderman, M. & Rothman, S. (1990) The IQ Controversy, the Media and Public Policy. New Brunswick: Transaction Publishers. (153.9/S675i)
"To determine the views of the relevant scientific community ... we surveyed a broad sample of (primarily academic) experts in the field. We found that, whatever the conventional wisdom holds, most experts continue to believe that intelligence can be measured, and that genetic endowment plays an important role in individual differences in IQ. While experts believe that IQ tests are somewhat biased, they do not believe that the bias is serious enough to discredit such tests, and they believe that measured IQ is an important determinant of success in American society. Indeed, despite the discrediting of some of Cyril Burt's work on IQ heritability, the weight of evidence supporting such views, to judge from the scholarly literature, is probably greater today than it was in the 1950s." (p.ix)
Stelzl, I., Merz, F., Ehlers, T. & Remer, H. (1995) The effect of schooling on the development of fluid and crystallized intelligence: A quasi-experimental study. Intelligence, 21 (3), 279-296.
"The question, whether schooling exerts a substantial influence on the development of intelligence is an issue of ongoing discussion. In our study we (a) present a quasi-experimental design to separate schooling effects from effects of chronological age and (b) apply it to intelligence test data of (n = 578) 10-year-old children. The results show that there are considerable schooling effects on all tests, including the tests of fluid intelligence, and that schooling effects explain most of the intellectual progress made during 1 year of life at that age, measured by the increase in the mean scores of the tests." (p.279)
Sternberg, R.J. (2000) Patterns of giftedness: A triarchic analysis. Roeper Review, 22 (4), 231-235.
'This article presents an analysis of patterns of giftedness based on the triarchic theory of intelligence. The analysis distinguishes among seven different patterns of giftedness, each involving a different combination of analytical, creative, and practical abilities. … Examples are given of each pattern and the strengths and weaknesses of each pattern are discussed.' (p.231)
Sternberg, R.J. (1994) Commentary: Reforming school reform: Comments on Multiple intelligences: The theory in practice. Teachers College Record, 95 (4), 561-569.
"The universal hope and expectation was that, with time, specific tests, experimental or otherwise, would be conducted of the theory, and when such tests were well under way, it would then be possible for both theorist and critics to become more concrete. Curiously, to date, not only are the tests not well under way, but they have not yet been initiated. To my knowledge, there is not even one empirical test of the theory." (p.561
Sternberg, R.J. (1992) Metaphors of Mind: Conceptions of the Nature of Intelligence. Cambridge: Cambridge University Press. (153.9/S839m)
This is "a book about how people in various disciplines, but especially psychology, have viewed intelligence. The main theme is that theories of intelligence are guided by underlying metaphors of mind. To understand the theories and their interrelations properly, one has to understand the underlying metaphor. Moreover, in comparing theories, it is important to distinguish between comparisons that occur within versus across metaphors." (p.ix)
Sternberg, R.J. & Berg, C.A. (Eds) (1992) Intellectual Development. Cambridge: Cambridge University Press. (155/I61)
Childhood and adulthood are explored via six major approaches to development, the psychometric, Piagetian, neo-Piagetian, information-processing, learning, and contextual.
Sternberg, R.J. & Detterman, D.K. (Eds) (1986) What Is Intelligence? Contemporary Viewpoints on Its Nature and Definition. Norwood: Ablex. (153.9/W555)
"The field of intelligence has evolved from one that concentrated primarily upon psychometric issues in 1921 to one that concentrates primarily upon information processing, cultural context, and their interrelationships in 1986. Prediction of behavior now seems to be somewhat less important than the understanding of that behavior, which needs to precede prediction." (p.162) The book comprises "Two dozen brief essays by foremost experts in the field of intelligence" (p.vii), including Anastasi, Eysenck, Gardner, and Sternberg.
Storfer, M.D. (1990) Intelligence and Giftedness. San Francisco: Jossey-Bass. (153.9/S884i)
Subtitled 'The contributions of heredity and early environment', it includes chapters on 'Evidence that IQ has been rising', 'Evaluating tests that measure IQ in infancy and toddlerhood', 'Successful early educational enrichment programs', 'Accelerating an infant's cognitive development', 'One brain, two hemispheres, three memory systems', 'Types of giftedness', and 'Towards a new theory of human intellectual "evolution"'.
Subotnik, R.F. & Arnold, K.D. (Eds) (1994) Beyond Terman: Contemporary Longitudinal Studies of Giftedness and Talent. Norwood: Ablex. (153.98/B573)
"The studies deal with a variety of talent areas, such as academic achievement, science, technical creativity, music, creative and productive thinking, and career development. The samples include gifted and talented children, youths, and adults, both males and females." (p.xiv)
Subotnik, R., Kassan, L., Summers, E. & Wasser, A. (1993) Genius Revisited: High IQ Children Grown Up. Norwood: Ablex. (153.98/G3312)
Reports a longitudinal study of high-ability children who attended Hunter College Elementary School, a highly selective school in New York City. "The authors were disappointed to discover that although this sample succeeded admirably in traditional terms, with its share of physicians, lawyers, and professors, there were no creative rebels to shake society out of its complacency or revolutionize a field. ... This book raises many significant, sometimes disturbing issues." (p.xii)
Swassing, R.H. (1985) Teaching Gifted Children and Adolescents. Columbus: Charles E. Merrill. (371.950973/S973T)
Includes chapters on identification, social and emotional development, maths, science, social studies, reading and writing, computers, and creativity.
Tannenbaum, A.J. (1983) Gifted Children. New York: Macmillan. (371.95/T166G)
A substantial general text that contains sections on an historical overview, 'issues in defining giftedness', 'linkages between promise and fulfillment', creativity, enrichment and a 'Bill of Rights' for the gifted.
Tempest, N.R. (1974) Teaching Clever Children 7-11. London: Routledge & Kegan Paul. (371.950942/T283T)
Covers 'problems of recognition and adaptation', 'observation and enquiry', 'problem solving' and 'imaginative work', with specific examples given of possible activities.
Third Australian Conference for the Education of Gifted and Talented Children. (1986) Sharing the Adventure: Major Papers. Hobart. (371.95/A938s).
Includes papers by Joan Dalton, John Feldhusen, Eddie Braggett, and Neil Russell.
Treffert, D.A. (1990) Extraordinary People. London: Black Swan. (616.89/T786e)
Explores the unusual and as yet unexplained instances of the 'savant syndrome', where otherwise disabled people have a single capacity developed to an exceptionally high degree.
Treffinger, D.J. (1986) Blending Gifted Education with the Total School Program. East Aurora: D.O.K. (371/953/T786B, 1986)
Includes sections on 'Goals, objectives and assumptions', 'Demythologizing gifted education', 'Characteristics and identification' and 'Programming'.
Van Tassel-Baska, J.L. & Olszewski-Kubilius, P. (Eds) (1989) Patterns of Influence on Gifted Learners: The Home, the Self, and the School. New York: Teachers College Press. (371.95/P316)
The fifteen contributions include 'Early development of gifted children', 'Profiles of precocity: a three-year study of talented adolescents', 'The influence of family values and climate on the development of talent', 'The role of the family in the success of disadvantaged gifted learners', 'A developmental study of adjustment among gifted adolescents', 'Personality dimensions of gifted adolescents', 'Curriculum development and evaluation in school programs for gifted students', 'Guiding gifted students in their academic planning', 'Career counseling for the gifted' and 'An essay on education for the gifted'.
Vialle, W. (1995) Giftedness in culturally diverse groups: The MI perspective. Australasian Journal of Gifted Education, 4 (1), 5-11.
"After exploring the assumptions underlying traditional concepts of intelligence, it is concluded that the marriage of convenience between IQ testing and giftedness is no longer required and that a formal separation is long overdue. In its place, Gardner's Theory of Multiple Intelligences (MI) is proposed as it promises a much broader recognition and nurturance of individual talents. Educational implications are analysed and research findings are outlined. A reformulation of the concept of giftedness is proposed." (p.5)
Vialle, W. (1995) Giftedness in culturally diverse groups: The MI perspective. Australasian Journal of Gifted Education, 4 (1), 5-11.
"After exploring the assumptions underlying traditional concepts of intelligence, it is concluded that the marriage of convenience between IQ testing and giftedness is no longer required and that a formal separation is long overdue. In its place, Gardner's Theory of Multiple Intelligences (MI) is proposed as it promises a much broader recognition and nurturance of individual talents. Educational implications are analysed and research findings are outlined. A reformulation of the concept of giftedness is proposed." (p.5)
Vialle, W. (1993) Current theories in intelligence and the practice of gifted education. Gifted, 77, 11-14.
"Sternberg seems to hold sway in psychological circles while Gardner is being embraced by those in the educational field. The ultimate promise of Gardner's theory for gifted education may be in putting the power for educational decision-making back in the hands of the teacher." (p.14)
Wallace, B. (1983) Teaching the Very Able Child. London: Ward Lock.
Contains six chapters on identification, including extensive case study material, three on curriculum planning, well illustrated with examples from Essex, and several appendices containing contributions from teachers.
Ward, V.S. (1980) Differential Education for the Gifted. Ventura: Ventura County Superintendent of Schools Office. (371.95/W263e, 1980)
Contains chapters on 'Characteristics of the Gifted', 'Meeting Individual Differences', 'The Teacher of the Gifted' and 'Personal, Social, and Character Development in the Gifted', among others.
Whitlock, M.S. & DuCette, J.P. (1989) Outstanding and average teachers of the gifted: A comparative study. Gifted Child Quarterly, 33 (1), 15-21.
"Outstanding teachers of the gifted differed from average teachers of the gifted on several critical competencies: enthusiasm, self-confidence, being a facilitator, being able to apply knowledge, having a strong achievement orientation, commitment to the role of gifted educator, and building program support for the gifted education program." (p.15)
Whitmore, J.R. (Ed.) (1986) Intellectual Giftedness in Young Children: Recognition and Development. New York: Haworth Press. (371.95/I61)
"This publication has been created in response to the concerns expressed by many parents and early childhood educators. Its primary purpose is to provide parents and teachers of young children ... with concise, accurate, and helpful information in response to common questions and relevant issues." (p.xi) Includes chapters on 'Early development of cognitive abilities and giftedness', 'Socioemotional vulnerabilities of young gifted children', 'Parenting young gifted children', 'The special needs of gifted girls', and 'Preventing severe underachievement and developing achievement motivation'.
Willings, D. (1992) Burnout among teachers of the gifted and gifted adults. Gifted Education International, 8 (2), 107-113.
"The writer suggests keeping a daily Strategies Diary in which personal rewards and stresses are recorded and analysed with the purpose of reaching greater self-understanding." (p.107) "To prevent burnout it is necessary to learn where to say no but, equally important, to say yes to areas where there is a source of rewards." (p.113)
Winebrenner, S. (1992) Teaching Gifted Kids in the Regular Classroom. Minneapolis: Free Spirit. (CR371.95/W767t)
Offers practical advice on identification, curriculum compacting, learning contracts, cooperative learning and gifted students, cluster grouping, evaluating students' work and 'creating more challenging activities for gifted students'.
Young, P. & Tyre, C. (1992) Gifted or Able? Buckingham: Open University Press. (371.950941/Y75g)
Includes chapters on 'Giftedness and intelligence', 'Elitism or egalitarianism: A false dichotomy', 'Learning to learn to be gifted', 'Creators and creativity', 'Extraordinary people and prodigies', 'Special abilities - special measures' and 'What needs to be done'. "The book examines many misconceptions about the nature of giftedness, and effectively shells a number of shibboleths." (p.x)
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