Methods and Materials for Teaching the Gifted

Jennifer H. Robins, Ph.D., is the Director of the Center for Community Learning and Enrichment in the Department of Educational Psychology at Baylor University and a clinical assistant professor. She received her doctorate in educational psychology with an emphasis in gifted education from Baylor University. She worked as senior editor at Prufrock Press, focusing on the development of scholarly materials, and was Director of Publications and Professional Development at the Center for Gifted Education at William & Mary. In 2019, she will become coeditor of the Journal for the Education of the Gifted.Jennifer L. Jolly, Ph.D., is an associate professor in gifted education at the University of Alabama, and her previous positions include Senior Lecturer at the University of New South Wales. She is currently Association Editor for the National Association for Gifted Children, and, in 2019, she will become coeditor of the Journal for the Education of the Gifted. Her work has been published in Gifted Child Quarterly, Journal for the Education for the Gifted, Roeper Review, and Gifted Child Today. Jennifer has written and edited several books, including A Century of Contributions to Gifted Education: Illuminating Lives with Ann Robinson and Parenting Gifted Children. She also served as editor of Parenting for High Potential from 2007 to 2012. Since 2010, she has served as a member of NAGC's Professional Standards Committee, contributing to Using the Common Core State Standards for English Language Arts With Gifted and Advanced Learners.

This revised edition of Methods & Materials for Teaching the Gifted accomplishes one of the most challenging feats in education: bridging theory and practice in a way that is accessible to the newest of gifted education practitioners without glossing over the complexities of the most up to date research in the field. Each of the 21 chapters is full of straightforward, practical application of research and honest discussions of the disagreements within the field over how each might be applied.,Celeste D. C. Sodergren,Gifted Education Review, 3/1/21

• Acknowledgements Introduction Section I Contemporary Gifted Education: Recognizing and Focusing on a Diverse Range of Needs Chapter 1 Trending Toward Inclusivity: Gifted Children in Schools 5 Chapter 2 Twice-Exceptional Learners: Recognition and Response Chapter 3 Exploring Critical and Culturally Relevant Experiential Learning for Underserved Students in Gifted Education Chapter 4 Eight Universal Truths of Identifying Students for Advanced Academic Interventions Chapter 5 Developing Psychosocial Skills at School Section II Gifted Programming Standards and Gifted Education Chapter 6 The Gifted Programming Standards and Their Relationship to Content Standards Chapter 7 Gifted Programming Standards: Understanding Their Role in Program Design and Evaluation Section III Gifted Students in the Classroom: Adjusting Curriculum and Pedagogy Chapter 8 Designing Curriculum for Gifted Learners Chapter 9 Differentiation Strategies for Gifted Learners Chapter 10 Preparing and Sustaining Chapter 11 Acceleration: It’s About Time! Chapter 12 Grouping Strategies for Use With Students With Gifts and Talents Chapter 13 Cultivating Creative Thinking in the Classroom Kristen N. Lamb Chapter 14 Developing Critical Thinking Skills and Dispositions in Gifted Education Learning Designs Chapter 15 Problem-Based Learning Chapter 16 Developing Research Skills in Gifted Learners Section IV Gifted Professionals in the Schools Chapter 17 Gifted Specialists: Collaborating With Classroom Teachers Chapter 18 Gifted Coordinators: Collaborating With School Administrators Section V Focusing on the Talent in Gifted and Talented Chapter 19 Using Gifted Education Research in the Classroom Chapter 20 Programming for Talent Development Beyond the Classroom Chapter 21 The Purpose and Function of Talent Search Programs and Their Relationship to In- and Outside-of-School Learning About the Editors About the Authors Index