Educators have the responsibility to meet the academic, social, and emotional needs of every child in their care, including students who are gifted or high-achieving from diverse backgrounds. For gifted students to thrive in the differentiated classroom, teachers can consider the ways in which they establish and promote positive affective,…

This must-have resource: (1) Provides gifted educators with methods and strategies for successful coplanning, coteaching, coaching, and collaboration; (2) Enables effective management of differentiation; (3) Increases educators' understanding of gifted students' needs; (4) Features the tools and "how-to" steps for facilitating and…

The potential benefits of collaboration often become overwhelmed with complaints of "freeloaders"--students who do not do their share of the work in the group but get the same grade. However, a survey of gifted students shows that they are likely to take on the bulk of the group's work, a situation that may not encourage group members to get…

Instructional strategies have always been underestimated for their role in enhancing gifted student learning. The use of deliberate questions is a critical strategy for getting gifted students to learn about their world in more complex and in-depth ways. It provides multiple pathways for challenging the gifted through their content learning. It…

To meet the needs of young gifted and talented learners, teachers need the flexibility to respond to individual needs without the stress of extra planning and preparation. Certainly, some planning comes into play. Engaging the gifts and interests of these students in a way that is also reasonable presents a unique challenge. One of the most…

What can parents and educators of gifted children do to help them build the connections that will allow them to thrive? In this article, the author suggests a few practical and simple things that parents and educators of gifted children might want to consider as they live and work with them day by day. He breaks those suggestions out into two…

While spending quite a bit of time in schools observing student teachers, the author of this article began to think about the way gifted children and their parents view school because the children do not seem to feel safe in their schools. The author observed that many of these children are very bright and are bored or frustrated, yet they do not…

In the last issue, the author's analysis amplified the letter A. In this article, she works with the letter B. In upcoming articles in this series, she will extend the material and offer understandings about gifted education and high-ability learners as she moves alphabetically from C through Z.

The aim of this study is twofold. The first is to investigate the ability of secondary school students to understand the different distribution schemes and thus, indirectly, to contribute to the educational discussion and approach to be used for distribution problems so as to lessen reliance on the ubiquitous cross-multiplication rule in…

An educational crisis in Black male representation in gifted programs exists, requiring a new lens through which to view problems and find solutions. Though many people observe that Black males face extraordinary barriers to successful participation in gifted programs, many stand by, watching as they are overlooked for or drop out of gifted…

This book is a scholarly overview of the modern concepts, definitions, and theories of intellectual giftedness, and of past and current developments in the field of gifted education. The authors consider, in some detail, the roles of intelligence, creativity, and wisdom in giftedness and the interaction between culture and giftedness, as well as…

The "Brown v. Board of Education" decision provided unrestricted access to educational opportunities for all students. Unfortunately, despite the passing of the 50th anniversary of this landmark decision, academic excellence remains a dream deferred for many Black students when compared to their peers. This disparity, more popularly known as the…

This book by Sheryn Spencer Waterman follows the bestselling "Handbook on Differentiated Instruction for Middle and High Schools." With numerous examples and strategies, it is an all-inclusive manual on assessing student readiness, interests, learning and thinking styles. It includes examples of: (1) Pre-, Formative and Summative assessments; (2)…

Names and addresses of sources of materials for gifted education at the elementary and secondary levels, personally inspected and used by the author, are listed. Though called a "Bibliography," this is primarily a directory. It contains 89 entries, 63 of which are the names and addresses of publishers, associations, foundations, or other…

Considers reasons gifted girls fail to reach their potential, pointing to extraordinarily good social adjustment as a factor in their tendency to underplay their talents and lose sight of their academic goals. Suggests ways in which teachers, parents, and counselors can provide guidance for gifted girls at particular education levels. (DMM)