Growing Up Gifted, 8e features the most up-to-date research on gifted and talented education and covers students from preschool through secondary education.
Written by an internationally-known expert, this text explores who gifted learners are, how they become gifted, and discusses methods used to support their learning, growth, and development. Grounded in the latest research on brain function, this edition considers how these new findings can improve teaching tools and learning experiences for gifted students. Revised chapters address culturally responsive teaching, alternative environments, and various models for gifted education. Building on its trusted reputation, this edition helps readers understand intelligence, create environments that maximize gifts and talents, and implement services that develop the potential of gifted learners.
“Don’t confuse the IQ with the child; the child is much more.”
―from Barbara Clark's, "Growing Up Gifted, 8e"
Covering preschool through secondary education, Growing Up Gifted, 8e explores who gifted learners are, how they become gifted, and discusses methods used to support their learning, growth, and development. Grounded in the latest research on brain function, this edition considers how these new findings can improve teaching tools and learning experiences for gifted students. Revised chapters address culturally responsive teaching, alternative environments, and various models for gifted education. Building on its trusted reputation, this edition helps readers understand intelligence, create environments that maximize gifts and talents, and implement services that develop the potential of gifted learners.
New to This Edition
· Updated research on the brain as it applies to intelligence and learning (Chapters 1, 2, 4, 7, and 10), provides the latest information on how the brain learns and ways to use this data to improve teaching tools and experiences for gifted students.
· Revised Chapter 7 incorporates new practices and models related to culturally responsive teaching and giftedness and addresses a wider variety of programming possibilities for gifted learners in minority and underserved populations.
· Revised Chapter 9 includes more information on how to create an alternative school for adolescent gifted learners and new models such as RtI by exploring different ways to better serve gifted learners and meet their learning needs.
· Improved charts and graphs (Chapter 9 and Chapter 10) organize ideas and procedures into easily read visuals so readers can better understand concepts and use chapter material.
