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Selected Readings for Parents
and Educators of
The ERIC Clearinghouse on Disabilities and Gifted Education (ERIC EC)
ERIC EC Minibib EB6
Updated December 2002
Adderholdt, M., & Goldberg, J. (1999). Perfectionism: What's bad
about being too good? (rev. ed.). Free Spirit Publishing, Inc.,
Designed for gifted students who are prone toward perfectionism, this
book explores some of the possible reasons for perfectionism and offers
strategies for learning how to ease up and get perfectionism under
Baldwin, A. Y., & Vialle, W. (Eds.) (1998). The many faces of
giftedness: Lifting the masks. Wadsworth Publishing Company,
This book explores the myriad of ways in which the potential giftedness of
individuals and groups is masked by the collective, myopic vision of
society, with emphasis on the United States and Australia. It begins with
an introductory chapter, "Potential That Is Masked," that discusses this
phenomenon. The book is then organized into five parts with each part
representing a particular mask.
Baum, S. M., Reis, S. M., & Maxfield, L. R. (Eds.). (1998). Nurturing
the gifts and talents of primary grade students. Creative Learning
Press, Inc., http://www.creativelearningpress.com/
This book is organized into four parts: identifying gifts, interests, and
learning styles; program and curricular models for talent development;
curricular ideas and strategies; and classroom management.
Berger, S. (1998). College planning for gifted students (2nd. ed.
revised). The Council for Exceptional Children,
Provides a detailed 6-year plan that guides the gifted student through
critical college and career choices based on student's knowledge of self
and educational options. Revised second edition includes web-based
Castellano, J. A. (2003). Special populations in gifted education:
Working with diverse gifted learners. Allyn & Bacon,
This text illuminates the reality that gifted students are from all
backgrounds and that their talents transcend cultural, ethnic, and
linguistic ties, handicapping conditions, sexual orientation, poverty, and
geography. Topics include characteristics, curriculum, instruction,
assessment and evaluation, nurturing, and meeting their social,
emotional, academic, and cognitive needs.
Castellano, J. A., & Diaz, E. (Eds.) (2002). Reaching new horizons:
Gifted and talented education for culturally and linguistically diverse
students. Allyn & Bacon, http://www.ablongman.com
This text offers a comprehensive overview at the interface between
bilingual/multicultural/ESL education and gifted education. Chapters
include program delivery models, bilingualism, and identification and
Clark, B. (2002). Growing up gifted: Developing the potential of
children at home and at school (6th ed.). Prentice Hall,
This comprehensive reference includes sections on brain research, the
emotional and social aspects of growing up gifted, and current
educational models. The sixth edition retains proven parts of its original
structure and combines it with the knowledge and best practices from a
variety of sources.
Cline, S. (2000). Giftedness has many faces: Multiple talents and
abilities in the classroom. Winslow Press, http://winslowpress.com/
This book describes giftedness in each of the domains and guides
teachers in the identification and nurturing of special abilities in all
children. One chapter introduces a model that integrates multiple
intelligence theory with curriculum differentiation appropriate for the
Cline, S., & Schwartz, D. (1999). Diverse populations of gifted
children: Meeting their needs in the regular classroom and beyond.
Prentice Hall, http://vig.prenhall.com/
This book is designed to help classroom teachers identify and plan for
gifted children from special populations. It examines ways in which
teachers can help these students reach their potential.
Colangelo, N., & Davis, G. (Eds.) (2003). Handbook of gifted
education (3rd ed.). Allyn & Bacon, http://www.ablongman.com
A comprehensive book on identifying, teaching, and counseling gifted
students. Divided in parts that include conceptions and identification,
instructional models and practices, creativity and thinking skills,
psychological and counseling services, special topics, and the future.
Coleman, L. J., & Cross, T. L. (2000). Being gifted in school: An
introduction to development, guidance, and teaching. Prufrock
Press, Inc., http://www.prufrock.com
This book reviews past developments within the field of gifted education
and identifies the current trends, issues, and beliefs to be faced in the
21st century. The book is organized to provide a framework for those who
are responsible for nurturing the development of gifts and talents in the
home, school, and community.
Davis, G. A., & Rimm, S. B. (1998). Education of the gifted and
talented (4th ed.). Boston, MA: Allyn & Bacon,
A standard introductory textbook in gifted education. The most notable
change for this edition is a new chapter on counseling that addresses the
social, emotional, and education/career needs and problems of gifted
children, and outlines specific counseling-related roles for teachers,
parents, counselors, and even school administrators.
Delisle, J. (2000). Once upon a mind: Stories and scholars of gifted
child education. Wadsworth Publishing, http://www.wadsworth.com/
This book introduces students to the research and practice of gifted child
education as well as to the individuals who represent current and
historical thinking in the discipline. The author spotlights the life stories of
gifted child educators and adults who were gifted and explores the
characteristics of the gifted individual, the identification of gifted students
in the classroom, and the development of curriculum and instruction for
the gifted student.
Delisle, J., & Lewis, B. (2002). The survival guide for teachers of
gifted kids: How to plan, manage, and evaluate programs for gifted
youth. Free Spirit Publishing, Inc., http://www.freespirit.com/
The authors explain how to set the foundation for a gifted program; how
to evaluate, identify, and select students; how to differentiate the regular
curriculum for gifted kids (with lesson samples); how to extend or enrich
the content areas, and how to develop survival skills needed at a time
when gifted education is questioned, threatened, and underfunded.
Delisle, J., & Galbraith, J. (2002). When gifted kids don't have all the
answers: How to meet their social and emotional needs. Free Spirit
After a section devoted to identifying the gifted and the need for
specialized education programs for this population, this work delves into
the emotional dimensions of giftedness and how to understand gifted kids
from the "inside out" through first-person stories, classroom-tested
activities, guided discussions, and up-to-date resources.
Freeman, J. (2001). Gifted children grown up. Taylor & Francis, Inc.,
This book describes the outcomes of a longitudinal study of 210 British
children that compared the recognized and the unrecognized gifted with
their classmates. It describes what has happened to them and their
families as they have grown up in very different circumstances, in poverty
or wealth, through many types of schooling and life opportunities.
Friedman, R. C., & Shore, B. (Eds.) (2000). Talents unfolding:
Cognition and development. American Psychological Association,
In this book, developmental, educational, cognitive, and professional
psychologists explore early identification of giftedness, what happens
when child prodigies grow up, and environmental characteristics that are
needed for talent to develop into genius. Fourteen chapters written by
experts in the field.
Ford, D. Y., & Harris, J. J. III (1999). Multicultural gifted education.
Teachers College Press, http://store.tcpress.com/
Bridging the fields of gifted and multicultural education, this book is
designed to provide a comprehensive practical resource for raising the
expectations and level of instruction for gifted minority students. It offers
case studies of multicultural gifted education in practice, suggests
methods of best practices for classroom teachers, supplies sample
activities, and provides guidelines and a checklist to help evaluate current
multicultural education programs.
Galbraith, J., & Espeland, P. (Eds.) (1999). The gifted kids' survival
guide: For ages 10 & under (rev. ed.). Free Spirit Publishing, Inc.,
Intended for young gifted students, this book offers short information
pieces, exercises, and suggestions for adjusting to life following
identification as a gifted/talented (GT) student. Examples of contents
include: "8 Great Gripes of Gifted Kids," and "The Perfection Infection
Galbraith, J. (2000). You know your child is gifted when...A
beginner's guide to life on the bright side. Free Spirit Publishing,
This book uses humorous cartoons and commentary on giftedness to
provide parents with information on the characteristics, challenges, and
joys of parenting a gifted child. Throughout the book, first-person stories
from parents of children with giftedness offer reassurance and insights.
Galbraith, J., & Delisle, J. (1996). The gifted kids' survival guide: A
teen handbook. Free Spirit Publishing, Inc.,
Written with help from hundreds of gifted teenagers, this book is a guide
for teens to surviving and thriving in a world that doesn't always value,
support, or understand high ability.
Gallagher, J. J., & Gallagher, S. A. (1994). Teaching the gifted child
(4th ed.). Allyn & Bacon, http://www.ablongman.com/
A classic comprehensive text divided into three general parts: the gifted
child and the changing school program, content modifications (in specific
academic areas), and information-processing strategies.
Guyer, B. P. (2001). The pretenders: Gifted people who have
difficulty learning. High Tide Press, http://www.hightidepress.com/
This book tells the stories of eight people with above average to highly
gifted levels of intellect, who also have significant, previously
unrecognized and undiagnosed, learning disabilities. Their discovery of
their true abilities and gifts after years of humiliation with the educational
system and the trials of daily life is detailed.
Halsted, J. W. (2002). Some of my best friends are books: Guiding
gifted readers from preschool to high school (2nd ed.). Great
Potential Press, Inc., http://www.giftedbooks.com
Designed for parents, educators, and others concerned with the
development of gifted children, this book is a guide to reading for gifted
students in preschool through grade 12 and includes an annotated
bibliography of almost 300 recommended books.
Heacox, D. (2001). Differentiating instruction in the regular
classroom: How to reach and teach all learners, grades 3-12. Free
Spirit Publishing, Inc., http://www.freespirit.com/
This book provides a wide variety of strategies for differentiating
instruction for students in grades 3-12. Ten chapters provide an overview
of differentiated content, process, and product, and the role of the teacher
in a differentiated classroom.
Karnes, F. A., & Bean, S. M. (Eds.) (2001) Methods and materials for
teaching the gifted. Prufrock Press, Inc., http://www.prufrock.com
This book is designed to provide strategies and resources for
differentiating the instruction of gifted learners. It addresses
characteristics and needs of gifted learners, instructional planning and
evaluation, strategies for best practices, and supporting and enhancing
gifted programs. Twenty-one chapters written by noted authors.
Karnes, F. A., & Chauvin, J. C. (2000) Leadership development
program manual. Great Potential Press, Inc.,
This manual discusses the Leadership Skills Inventory (LSI), an
assessment for children in upper elementary grades as well as with
young adults that identifies areas of strength and weakness in leadership
ability. Sections include the purpose of the LSI, use of the inventory,
administering the inventory, scoring the inventory, interpreting the
inventory, and history and development of the inventory.
Karnes, F. A., & Marquardt, R. G. (1999). Gifted children and legal
issues: An update. Great Potential Press, Inc.,
This book attempts to report on and synthesize all new (since this book's
1991 edition) legal actions concerning the education of gifted and
talented children. Examples of issues covered include advanced
placement concerns, home-schooling problems, personal injury, and civil
Kay, Keisa (Ed.) (2000). Uniquely gifted: Identifying and meeting the
needs of twice-exceptional students. Avocus Publishing, Inc.,
The 32 readings in this collection discuss the needs of children who are
both gifted and also have special needs such as a disability ("twice
exceptional"). The readings are grouped into four major sections. "Family
Matters: Perspectives from Family Members," "Teaching Strategies:
Learning and Leadership," "Research and Theory: Discovering
Possibilities," and "Administrative Options: Working Together."
Kerr, B. (1997). Smart girls: A new psychology of girls, women, and
giftedness (rev.ed.). Great Potential Press, Inc.,
This book expands previous research on why smart girls and gifted
women often fail to develop their potential. It reports a 10-year and 20-
year follow-up study of graduates of a special high school curriculum
designed to foster leadership and success among gifted females.
Kerr, B. A., & Cohn, S. J. (2001). Smart boys: Talent, manhood, and
the search for meaning. Great Potential Press, Inc.,
This book explores issues faced by gifted boys and men and the
concerns of those around them and explores the relationship of special
intellectual ability to the role of males in our society.
Khatena, J. (2000). Enhancing creativity of gifted children: A guide
for parents and teachers. Hampton Press, Inc.,
This book on enhancing the creativity of gifted children begins with
stories of gifted children, each illustrating characteristics that distinguish
each child's uniqueness. It goes on to delineate the role and power of
parents and teachers in bringing a child's creative potential to fruition.
Specific measures of creativity that may be used to identify gifted children
are described, as are typical characteristics such as the ability to learn
school subjects, lead others, and perform in the arts.
Maker, C. J., & Nielson, A. B. (1995). Teaching models in education
of the gifted (2nd ed.). PRO-ED, http://www.proedinc.com/
Explains curriculum principles for gifted learners, looking at the learning
environment, content, process, and product, and details curriculum and
teaching strategies for elementary classrooms, such as interdisciplinary
units of study, weekly and daily plans, and task-card activities based on
Williams' teaching strategies for thinking and feeling. This edition
develops a new model of characteristics that comprise giftedness and the
ways it is exhibited.
Montgomery, D. (Ed.) (2000). Able underachievers. Whurr Pub Ltd.,
Written by scholars from six different countries, this book discusses
patterns of underachievement, gender differences, and overcoming
underachievement. The book stresses the need to modify curriculum,
teaching, and learning methods in order to include all learners. Eleven
Neihart, M., Reis, S. M., Robinson, N. M., & Moon, S. M. (Eds.),
(2002). The social and emotional development of gifted children:
What do we know? Prufrock Press, Inc., http://www.prufrock.com
This resource examines the essential topics teachers, parents, and
researchers need to know about the social and emotional development of
gifted children. Twenty-four papers written by experts in the field
summarize decades of research in chapters on peer pressure and social
acceptance, resilience, delinquency, and underachievement.
Parke, B. N. (2003) Discovering programs for talent development.
Corwin Press, http://www.corwinpress.com/
This book presents 65 programs that are readily available in most school
districts and communities, and assesses each program's potential for
serving the needs of talented students, based on its levels of content
acceleration, in-depth topic immersion, and interest exploration.
Perry, T., Steele, C., & Hilliard, A. (2003). Young, gifted, and black:
Promoting high achievement among African-American students.
Beacon Press, http://www.beacon.org/
The three authors reframe outdated ideas and argue that understanding
how children experience the struggle of being black in America is
essential to improving how schools serve them.
Piirto, J. (1999). Talented children and adults: Their development
and education (2nd ed.). Prentice Hall, http://vig.prenhall.com/
This comprehensive, introduction to the characteristics and education of
the gifted and talented takes a lifespan approach to developing talented
individuals focusing on factors that encourage talent from birth through
Renzulli, J. S., Leppien, J. H., Hays, T. S., & Knox, R. (Eds.) (2000).
The multiple menu model: A practical guide for developing
differentiated curriculum. Creative Learning Press, Inc.,
Based on constructivist learning theory, this guide presents six practical
menus that are intended to guide curriculum developers as they bring
together an understanding of a discipline, its content and methodologies,
and a vast array of instructional techniques to challenge learners on all
Rimm, S. B. (2001). Keys to parenting the gifted child (2nd ed.).
Barrons Educational Series, http://barronseduc.com
This book provides parents with guidelines on how to determine if their
children are unusually gifted and how to prepare them for school.
Recommendations are provided to ensure that gifted children are
sufficiently challenged in the classroom, while reducing emotional
stresses to which intellectually gifted children are often prone.
Rivero, L. (2002). Creative home schooling for gifted children: A
resource guide. Great Potential Press, Inc.,
Chapters include reasons to home-school, curriculum resources, how to
get started, record keeping, positive changes for the family, college
planning, "big ideas" thematic approach, how gifted children learn,
traditional and classical approaches, and parent interviews.
Rogers, K. B. (2001). Re-forming gifted education: Matching the
program to the child. Great Potential Press, Inc.,
This guidebook is designed to assist schools in providing appropriate
education experiences for all gifted and talented children, regardless of
the child's talent area, age, ethnic origin, or economic level. There are 10
Sheffield, L. J. (2002). Extending the challenge in mathematics:
Developing mathematical promise in K-8 students. Corwin Press,
Combining theory and practice, Sheffield expertly guides the reader
through the process of mathematical talent development from identifying
students with mathematical potential, to finding and creating first-rate
problems for exploration and strategies for assessment.
Sheffield, L. J., (Ed.) (1999). Developing mathematically promising
students. National Council of Teachers of Mathematics,
This book, written on the recommendation of the Task Force on
Mathematically Promising Students, investigates issues involving the
development of promising mathematics students. Topics include the
definition of promising students; the identification of such students;
appropriate curriculum, instruction, and assessment; cultural influences;
teacher preparation and enhancement; and appropriate next steps.
Silverman, L. (Ed.). (2000). Counseling the gifted and talented. Love
Publishing Co., http://www.lovepublishing.com/
A comprehensive resource for counselors and teachers of gifted learners
and graduate students in counseling psychology. The author examines
both the cognitive complexity and emotional intensity of gifted children
and discusses the need for modification of counseling techniques.
Specific strategies for individual and group counseling are provided.
Smutny, J. F. (Ed.) (2002). Underserved gifted populations.
(Perspectives on Creativity Research). Hampton Press,
An anthology covering populations such as minority groups, culturally and
linguistically diverse students, and gifted students with disabilities.
Smutny, J. (Ed.) (2003). Designing and developing programs for
gifted students. Corwin Press, http://www.corwinpress.com/
Thirteen authors bring together a comprehensive guide to developing
different types of programs and learning experiences for gifted students.
The book provides guidelines for designing and implementing curriculum
for pre-K through middle school, identifying and selecting the best
teachers, creating the vital support networks among parents, school, and
community, assessing the program's impact on children, parents, and
teachers, and developing special programming for the disadvantaged
Smutny, J. F. (2001). Stand up for your gifted child: How to make the
most of kids' strengths at school and at home. Free Spirit
Publishing, Inc., http://www.freespirit.com/
This text is designed to enable parents to become powerful advocates for
their gifted children at school and at home. Chapters focus on becoming
an advocate at home, advocacy at school, and community advocacy.
Smutny, J. F. (Ed.) (1998). The young gifted child: Potential and
promise: An anthology. Hampton Press, Inc.,
Forty-one papers on young gifted children are grouped in sections on
identification, special populations, parenting, social/emotional needs, and
Smutny, J. F., Walker, S., & Meckstroth, E. (1997). Teaching young
gifted children in the regular classroom. Free Spirit Press,
This resource helps teachers identify young children who are gifted and
tailor the learning environment to meet their needs. Separate sections
offer specific suggestions for enriching math, science, language arts, and
social studies curricula. Other sections cover meeting the needs of
children from diverse populations, working with parents, and
understanding children's emotional and social needs.
Starko, A. J. (2001). Creativity in the classroom: Schools of curious
delight (2nd ed.). Lawrence Erlbaum Associates, Inc., 10 Industrial
Ave., Mahwah, NJ 07430-2262.
This book is designed to help teachers link research and theory regarding
creativity to the everyday activities of classroom teaching. Its mission is to
provide enough theory and enough examples of applications to enable
teachers to convert what they learn to their everyday grouping
arrangements, lesson plans, assessment activities, and grading
Sternberg, R. (2001). Teaching for successful intelligence. Prentice
This text is based on Sternberg's research-supported theory that students
need to develop analytical, creative, and practical thinking abilities in
order to acquire successful intelligence. It addresses the notion that many
educational programs seem to develop people's intelligence in only one
area (analytical) and that students need all three to be successful in life.
Strip, C. A., & Hirsch, G. (2000). Helping gifted children soar: A
practical guide for parents and teachers. Great Potential Press, Inc.,
Intended for parents of gifted children, this book stresses the importance
of positive relationships between parents and teachers as they work to
meet children's academic, emotional, and social needs.
Torrance, E. P., Goff, K., & Satterfield, N. B. (1998). Multicultural
mentoring of the gifted and talented. Prufrock Press,
This guide offers guidance for mentoring programs and relationships
serving gifted and/or talented students from multicultural and/or
Tomlinson, C. A., Kaplan, S. N., Renzulli, J. S., Purcell, J., Leppien,
J., & Burns, D. (2001). The parallel curriculum: A design to develop
high potential and challenge high-ability learners. Corwin Press,
This book presents a model of curriculum development for gifted students
offering four parallel approaches that focus on ascending intellectual
demand as students develop expertise in learning. Each chapter details
the four curriculum approaches, discusses the meaning, key features,
characteristics, content and standards, teaching methods, assessment,
learning activities, resources, and modifications based on learner need.
An extended example of each curriculum approach completes these
Van Tassel-Baska, J. (2003). Curriculum planning and instructional
design for gifted learners. Love Publishing Co.,
This text includes a comprehensive framework for curriculum planning,
designs an effective planning model for instruction, outlines specific
instructional strategies and curriculum units and presents guidelines for
learning assessment and curriculum evaluation.
Van Tassel-Baska, J. (1994). Comprehensive curriculum for gifted
learners (2nd ed.). Allyn & Bacon, http://www.ablongman.com/
Divided in four major parts: the process of curriculum making, adapting
curriculum in the traditional content areas, integrating curriculum from key
learning realms, and the process of curriculum doing. Chapters by J.
Feldhusen, D. Johnson, K. Seeley, and L. Silverman.
Van Tassel-Baska, J., Benbow, C., Feldhusen, J., Seeley, K., &
Silverman, l. (1998). Excellence in educating gifted & talented
learners (3rd ed.). Love Publishing, http://www.lovepublishing.com/
Well-known authors provide a comprehensive view of giftedness. Divided
in four parts: Conceptions of talented learners: focus on individual and
group differences; serving talented learners in special programs; proving
effective curriculum and instruction for gifted and talented learners; and,
helping the gifted and talented achieve excellence.
Van Tassel-Baska, J., Johnson, D., & Boyce, L.N. (1996). Developing
verbal talent: Ideas and strategies for teachers of elementary and
middle school students. Allyn & Bacon, http://www.ablongman.com/
Based on the work accomplished by the K-8 Curriculum Project for High
Ability Learners, this book describes a curriculum framework for language
Vaughn, S., Bos, C. S, & Schumm, J. S. (2003). Teaching
exceptional, diverse, and at-risk students in the general education
classroom (3rd ed.). Allyn & Bacon, http://www.ablongman.com/
Designed for general education teachers, this book contains specific
learning activities and sample lessons for immediate practical
applications in the inclusive classroom. The book is organized into three
sections: mainstreaming, inclusion, and laws; the education of students
with specific disabilities; teaching students who are culturally and
linguistically diverse, students at-risk, and gifted or talented students.
Winebrenner, S. (2001). Teaching gifted kids in the regular
classroom: Strategies and techniques every teacher can use to meet
the academic needs of the gifted and talented (revised, expanded,
updated). Free Spirit Publishing, Inc., http://www.freespirit.com/
This book offers teachers of all grades teaching/management strategies
for providing gifted students in regular classes the enriched curriculum
they need. Chapters include topics such as working with underserved
groups, instructional strategies, subject areas, independent study, and
how to plan curriculum for all students at the same time and still create
Walker, S. Y. (2002). The survival guide for parents of gifted kids:
How to understand, live with, and stick up for your gifted child
(rev. ed.). Free Spirit Publishing, Inc., http://www.freespirit.com/
Designed for parents of gifted children, this book discusses the
background and history of gifted education, characteristics that make
gifted children unique, and the needs of gifted children.
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