Curriculum for Gifted Learners, Planning Curriculum, Instructional Strategies with the Gifted, Information for Teachers

Jonathan A. Plucker and Carolyn M. Callahan. Critical Issues and Practices in Gifted Education: What the Research Says. Prufrock Press, 2007.

This is a large volume, 785 pages, about the research base for 50 practices (e.g., identification, special schools, talent search programs, differentiated instruction) and/or issues (e.g. gifted girls, motivation, prodigies, professional developed) within the field of gifted education. This book is most useful for researchers and graduate students.

Ann Robinson, Bruce M. Shore, Donna L. Enerson. Best Practices in Gifted Education. An Evidence-Based Guide. Prufrock Press. Waco, TX. 2007

This book reviews the research regarding 29 practices in gifted education including classroom based practices such as flexible grouping, encouraging creativity, reading and language arts insturction, use of technology, inquiry-based instruction, practices with promising learners from low-income backgrounds, acceleration, career education, learning multiple languages, early literacy experiences for precocious and emerging readers, and twice-exceptional students. The authors' purpose is to present the empirical evidence regarding the effects and effectiveness of each practice on talented learners. This book is optimal for graduate students within the field of gifted or general education.

Joan Franklin Smutney, Sally Y. Walker, and Elizabeth A. Meckstroth. Acceleration for Gifted Learners, K-5.Corwin Press, Thousand Oaks, CA, 2007.

This book is a very practical guide to the topic of acceleration for teachers and school personnel who work with children of elementary school age. The authors share their expertise in early childhood development, gifted programming, and the social-emotional development of gifted children through the anecdotes and examples sprinkled throughout the text. The book broadens one's notions of the types of acceleration available to teachers and schools and how to effectively implement acceleration within the classroom via differentiated content, thinking strategies, products, and policy. An entire section of the book deals with the gifted child's personality and the social-emotional aspects of acceleration. This book is best for teachers and administrators but also appropriate for parents.

The Handbook of Secondary Gifted Education, Edited by Felicia A. Dixon and Sidney M Moon, 2006, Prufrock Press, Waco, Texas.

This book is a comprehensive look at both the development of gifted adolescents and the options available for their talent development. There are chapters devoted to the unique psychological and social-emotional issues of adolescence such as identity formation, career development, and how these are traversed by gifted students and particularly special populations of gifted adolescents including students of color, students with learning disabilities and gifted females. Other chapters discuss the talent development process in various domains including sports, the visual arts, and academic domains. There are chapters devoted to various curricular areas and what schools can do within these to develop the abilities of gifted adolescents as well as chapters on various program options currently available including special schools and extra-curricular options. Finally, the last section of this comprehensive book looks at teacher education and professional development for teachers who work with gifted adolescents. This book is comprehensive but written at a level for even newcomers to the field. It is recommended for teachers, adminstrators and parents as well.

Davis, Gary A. Gifted Children, Gifted Education. Great Potential Press, Scottsdale, AZ, 2006.

This book provides a survey of many topics in gifted education from definitions, identification, programming options, creativity, acceleration, legal issues, etc. A defining feature of the book is the breadth of topics covered rather than the depth of coverage. It is ideal for those who are new to the field of gifted education and appropriate for parents and educators. Some exceptional feature of the book are the lists of resources within the chapters, detailed chapter summaries, and creative and amusing "interviews" at the beginning of each chapter.

A Nation Deceived: How Schools Hold Back America's Brightest Students. Templeton National Report on Acceleration. Eds. Colangelo, Nicholas; Assouline, Susan; Gross, Miraca U.M., Belin-Blank Center for Gifted Education & Talent Development, 2004.
More than just grade skipping, “acceleration means matching the level, complexity, and pace of the curriculum with the readiness and motivation of the student.” Endorsed by the National Association for Gifted Children, this two-part report on acceleration is an impressive achievement. The report provides accurate, research-based information about acceleration to those who most need it-parents, teachers, school administrators, and public policy-makers. It draws on the expertise of many of today's top experts in gifted education, pointing out that accelerating gifted students is strongly supported by those who have studied the practice. American educators, on the other hand, commonly are reluctant to consider acceleration as an option. Attempting to bridge the divide between these two positions, the authors outline some reasons why bright students in this country are “held back,” or not allowed to move through the curriculum at a rate that is appropriate for them, including:

• Philosophy that children must be kept with their age group
  
• Belief that acceleration hurries children out of childhood
  
• Fear that acceleration hurts children socially
  
• Political concerns about equity
  

For further information, to give your own opinion on the report, or to download the entire report for free, visit www.nationdeceived.org.

Genius Denied: How to Stop Wasting our Brightest Young Minds. Jan & Bob Davidson. Simon & Schuster, 2004.
Written by the founders of the Davidson Institute for Talent Development, this book sheds light on the failure of our nation's public schools to adequately educate gifted students. Genius Denied makes the compelling argument that while school districts are required to “leave no child behind,” the needs of our most talented students are being overlooked. According to this book, most of the 29 states with funding for gifted programs are not specialized to address and develop the academic needs of highly gifted children. Also, in the midst of major federal and state initiatives to provide funding for low performing schools and children with disabilities, virtually no new funding is available for gifted and talented programming. The authors argue that the quest for equity in schools should aim to provide all children with “an education appropriate to their abilities - one that challenges them and helps them grow.”Genius Denied describes this “quiet crisis” in education with colorful examples and well -supported statistics, but it does not leave the reader hopeless. The book provides parents and educators with suggestions for how to overcome these inadequacies in the current educational system. The Davidsons use real life scenarios to teach parents about becoming their child's advocate, seeking out supplemental educational services, and finding mentors for their children. They discuss ways in which teachers, mentors and parents can work together to create more challenging academic programs in schools. The Davidsons argue that continued failure to address the needs of the nation's brightest students means a loss of potential in a country that depends on talented people to continue its forward progress. This book provides an eloquent illustration on this national problem complete with an inspiring set of action steps that can ultimately lead to a solution.

Designing and Utilizing Evaluation for Gifted Program Improvement. Joyce VanTassel-Baska and Annie Xuemei Feng, Prufrock Press, Waco, TX. 2004.
This book is essential for anyone running a gifted program at any level. VanTassel-Baska and her colleagues at the College of William and Mary have developed a practical model for evaluating gifted programs that stresses the utilization of findings for program improvement and involves comparisons of program components to national, professional standards and multiple perspectives on the program from various stakeholders. The model is eclectic, combining pieces from other well-known evaluation models. The model is illustrated via descriptions of evaluation studies conducted in Singapore, at the Hunter School for the Gifted in New York, and other places. There are chapters on data collection, designing and using surveys, and focus groups that offer very practical insider tips for successful implementation. The final chapter is a meta-analysis of finding across 7 evaluation studies that were conducted by the William and Mary staff. This book offers a fresh approach to evaluation that is compelling because of its practicality and utility.

Handbook of Gifted Education, 3rd ed. edited by Nicholas Colangelo and Gary A. David. Allyn and Bacon, 2003.

This book examines a variety of curricula and instructinal models that foster academic and creative growth, including acceleration and enrichment programs. It also addresses psychological issues such as motivation, underachievement, perfectionism, and "emotional giftedness."

Developing Mathematical Talent. Susan Assouline and Ann Lupkowski-Shoplik. Prufrock Press, 2003.

The authors' purpose in writing this book was to connect parents and teachers so that mathematically talented students could obtain more appropriate instruction in school. The authors give detailed information about assessment and testing, curricula, programming and additional resources related to mathematical talent and the mathematically gifted. The book will be helpful to both parents and educators as it combines technical information with case studies of actual students.

Re-Forming Gifted Education: Matching the Program to the Child by Karen Rogers. Scottsdale, AZ: Gifted Potential Press, 2002. www.giftedbooks.com
This book is an important resource for parents and educators. The author is a highly respected researcher in the field of gifted education, and also draws from her experience in developing individual educational plans for over 150 high ability children. The chapters of the book take parents and educators systematically through a process of planning, information gathering and negotiation, resulting in a personalized, comprehensive plan for a gifted learner. Rogers helps parents understand their child's personality traits, learning preferences, strengths, and interests. She then educates parents about the various program options that could be used to accommodate their gifted child's abilities. From there, Rogers leads her readers through the process of actually writing the plan and working with school personnel to get it implemented. The text is peppered with real examples of gifted children, helping to bring the information down to a concrete, practical level. A strength of this book is the combination of research data with practical advice and tools such as data gathering surveys. Parents who wish to follow Roger's process will be rewarded with a detailed educational plan for their child, but they will need to be prepared to work carefully and systematically through the steps she provides in the various chapters of the book. Click here for an article on her book.

Carol Ann Tomlinson. How to Differentiate Instruction in Mixed-Ability Classrooms. 2nd edition. 2001. Association for Supervision and Curriculum Development. Alexandria, VA.

This is a short book aimed at teachers desiring to learn how to provide differentiated instruction within mixed ability classrooms. The author defines what differentiation is and what it is not, the role of the teacher and aspects of the environment in a differentiated classroom.Very helpful chapters are those devoted to strategies for planning lessons that are differentiated based on students readiness, students interest and student learning profiles. There are also chapters on the how to's of differentiating process, product and content. This book is written at the introductory level.

Being Gifted in School: An Introduction to Development, Guidance, and Teaching. Laurence J. Coleman and Tracy L. Cross. Waco, TX: Prufrock Press, 2000.
This is a very comprehensive book about research, theory and practices in gifted education. While it is a general text, it is probably not for newcomers to the field. The book is very rich in research and resources. Chapters cover theories of giftedness, identification, the gifted child's families, counseling issues, curriculum, instructional theory, teaching methods, etc. The authors give not just the research about each issue or practice they present, but the assumptions underlying them. The chapters on the family, the lives of gifted individuals, creativity and theories of giftedness are especially thought provoking. This book would be most appropriate for educators who have some experience in the field and have done some reading of literature and research in gifted education.

Teaching Gifted Kids in the Regular Classroom: Strategies and Techniques Every Teacher Can Use to Meet the Academic Needs of the Gifted and Talented. Susan Winebrenner. Free Spirit Press, 2000.

The definitive guide to meeting the learning needs of gifted students in the mixed abilities classroom - without losing control, causing resentment, or spending hours preparing extra materials. Each chapter presents a specific strategy. Step-by-step instructions explain how to implement the strategy; scenarios illustrate the strategy in action. Written by a teacher and field-tested, this book makes school more rewarding for everyone. It includes 30 reproducible handout masters.

Methods and Materials for Teaching the Gifted. Frances A. Karnes and Suzanne M. Bean, eds. Waco, TX: Prufrock Press, 1-800-998-2208.
This book is written for teachers who work with gifted children although the material would be relevant and useful for all teachers. The focus of this book is classroom instruction and classroom activities. There are chapters on layering differentiated curriculum, product development, teaching analytical and critical thinking skills, problem based learning, affective education, teaching research skills, designing mentorships and independent studies, cooperative learning, and use of simulations. This book is resource rich offering readers web sites and product information.

Carol Ann Tomlinson, 1999, The Differentiated Classroom. Responding to the Needs of All Learners. Association for Supervision and Curriculum Development. Alexandria, VA.

This is a good introduction to the concept of differentiation. The book is not specifically focused on gifted learners, although they are included, but differentiation aimed at all level of abilities. This book is recommended for teachers who are new to differentiation as it provides a general overview of the basis for differentiated instruction, characteristics of a differentiated classroom and instructional strategies to support differentiation.

Developing Mathematically Promising Students. Linda Jensen Sheffield. Naitonal Council of Teachers of Mathematics, 1999. This is an edited volume with chapeters by experts on topics such as effective learning environments, creating a meathematical culture, building programs outside the classroom and organizational alternatives for the mathematically promising.

Developing Verbal Talent: Ideas and Strategies for Teachers of Elementary and Middle School Students. Joyce VanTassel-Baska, Dana T. Johnson, and Linda Neal Boyce. Needham Heights, MA: Allyn and Bacon, 1996.
This book focuses on developing a language arts curriculum for high ability learners in grades K-8. It brings together some of the most experienced and renowned educational experts who are deeply involved in finding ways to restore excellence in our nation's classrooms.

Crossover Children: A Sourcebook for Helping Children Who are Gifted and Learning Disabled. Second Edition. Marlene Bireley. Arlington, VA: Council for Exceptional Children, 1995.
This is a brief (under 100 pages) book that deals with many issues surrounding children who are both gifted and learning disabled. It is written extremely well, succinct yet dense with useful information. The author says in the preface that this is a "how to do it book" and that she has "summarized the best ideas I could find on dealing with the immediate social/behavioral, enrichment, and intervention needs of the crossover child". This is an excellent resource for any teacher but a must for teachers of gifted children. The resource section at the end of the book is comprehensive and helpful.

Tales From Shakespeare. Charles & Mary Lamb. London: Everyman Publishing Company, 1994.
For the younger child, Shakespeare's plays are difficult to read and comprehend. Recognition of this fact caused a noted English bookseller to commission the Lamb book. The Lambs have taken the plays of Shakespeare and simplified them, eliminating sub-plots and minor characters. The Lambs focused on the moral issues of Shakespeare's plays, using them as a teaching tool for their young audience. Each of the "Tales" is approximately ten pages in length, making it manageable for a child to read or listen to. A ten year old would have had no problem digesting this book. For a younger aged child, this book provides an excellent opportunity for reading and discussion together with a parent or other adult. Twenty of Shakespeare's plays have been included in the book. The styles of the stories vary slightly; Charles Lamb wrote the tragedies, while his sister authored the comedies. Children can be challenged to discuss style differences between the two authors. Everyman's Tales From Shakespeare is an excellent book to read with your child to cultivate an understanding and appreciation of the stories of one of the world's most beloved and timeless authors.

Teaching Gifted Kids in the Regular Classroom. Strategies and Techniques Every Teacher Can Use to Meet the Academic Needs of the Gifted and Talented. Susan Winebrenner. Free Spirit Press, 1992.
This book lives up to its title. It gives very practical information and advice about using techniques such as learning contracts, curriculum compacting, cooperative learning, and cluster grouping with gifted students. The author also deals with evaluation tools and techniques for gifted students, reading instruction and creating learning activities appropriate in level of challenge and pace. A very good resource for elementary and middle school teachers.

Planning Effective Curriculum for Gifted Learners by Joyce VanTassel-Baska. Denver, CO: Love Publishing Co., 1992.
This is a very comprehensive book dealing with all aspects of curriculum development and planning. It focuses on the process of planning and creating curriculum. It is written by one of the leading experts on curriculum for gifted learners. This book would be especially helpful to educators.

Planning and Implementing Programs for the Gifted by James H. Borland. New York: Teachers College Press, Columbia University, 1989.
This book is written by another leading expert on the topics of curriculum and program models for gifted learners. This book gives a detailed analysis of different program types ranging from pull-out to self-contained classes. This book is recommended for the educator who wants to learn about all the various program models used in gifted education.

Comprehensive Curriculum for Gifted Learners by Joyce VanTassel-Baska and others. Needham Heights, MA: Allyn and Bacon, 1988.
This book deals with curriculum development in the major content areas for gifted learners.