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One of the top gifted education and talent development centers in the nation, the Belin-Blank Center has established itself as a worldwide leader in research, training and gifted resources. Gifted students are the focus – this organization concentrates on identification, specialized opportunities (such as talent searches and summer programs) and much more. With a recent focus on international education, useful policy information and more is available for those interested, all over the globe. There are also a number of resources available for p...
http://www.education.uiowa.edu/belinblank/
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The mission of CGEP is to generate public awareness, advocacy, clinical applications, and cutting-edge research ideas that will enhance the achievement and performance of children and adolescents with special gifts and talents in all domains, including the academic disciplines, the performing arts, sports, and the professions.
http://www.apa.org/ed/cgep.html
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The purpose of the Javits program is to carry out a coordinated program of scientifically based research, demonstration projects, innovative strategies, and similar activities designed to build and enhance the ability of elementary and secondary schools to meet the special educational needs of gifted and talented students. The major emphasis of the program is on serving students traditionally under represented in gifted and talented programs, particularly economically disadvantaged, limited English proficient, and disabled students, to help red...
http://www.ed.gov/programs/javits/index.html
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The gifted education section of this organization focuses on scientific genius and creativity among gifted students. The John Templeton Foundation sponsors a number of conferences and programs, many of which provide impressive grant opportunities. There is also a section for gifted resources.
http://www.templeton.org/funding_areas/gifted_education/
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The work of The National Research Center on the Gifted and Talented (NRC/GT) is guided by emerging research about the broadened conception of human potential and the need to develop "high-end learning" opportunities for all of America's students. Programs and services designed to challenge the highest levels of learning and creativity; to promote high expectations, rigorous standards, and greater engagement with subject matter should be an integral part of every school's overall program. They believe that the nation's largest reservoir of untap...
http://www.gifted.uconn.edu/nrcgt.html
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NEAG Center for Gifted Education & Talent Development is an online resource that offers a variety of valuable information including articles, parent resources, the mentor connection, and much more.
http://www.gifted.uconn.edu/
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This resource links you to a quantitative research study on the relation of gender and mathematics among the gifted by the University of Illinois. The study found substantial male superiority among seventh and eight grade students at extremely high levels of mathematical talent.
http://www.vanderbilt.edu/Peabody/SMPY/BroadlyBasedAnalysis.pdf
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This article from Roeper Review discusses how "this study examines the effects over time of implementing the William and Mary language arts and science curriculum for gifted learners designed around the Integrated Curriculum Model (ICM) in one suburban school district. It also analyzes stakeholders' perceptions of the effectiveness of the curriculum."
http://www.rednova.com/news/display/?id=123212
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"The system for identifying gifted and talented students described in this article is based on a broad range of research that has accumulated over the years on the characteristics of creative and productive individuals (Renzulli, 1986). Essentially, this research tells us that highly productive people are characterized by three interlocking clusters of ability, these clusters being above average (though not necessarily superior) ability, task commitment, and creativity."
http://www.sp.uconn.edu/~nrcgt/sem/semart04.html
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This brief article presents the findings of a study consisting of interviews with 152 mid-Atlantic middle and high school African-American students. A number of conclusions are drawn from the study, including the underrepresentation of these students in gifted programs, difficulty in identification, and the need for partnerships between home-student-school to promote achievement.
http://www.gifted.uconn.edu/nrcgt/ford3.html
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This article by Mary Ann Christison discusses the theory of multiple intelligences (MI). "As Gardner (1993:15) states: It is of the utmost importance that we recognize and nurture all of the varied human intelligences, and all of the combinations of intelligences. We are all so different largely because we all have different combinations of intelligences. If we recognize this, I think we will have at least a better chance of dealing appropriately with the many problems we face in the world."
http://exchanges.state.gov/forum/vols/vol36/no2/p2.htm
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This article is two excerpts from gifted and talented resources. The first excerpt is from an interview with Stephanie S. Tolan who "writes about giftedness for Advanced Development Journal and Roeper Review, and is a consultant on highly gifted children." The second excerpt is from "ADHD and Children Who Are Gifted", ERIC Digest #522.
http://talentdevelop.com/articles/Page76.html
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This article is about "a program [that] was designed at a large urban elementary school to address the needs of Native American and already identified gifted students. The program was open to all current gifted students and Native American third, fourth, and fifth grade students." The results showed that both the Native American and identified gifted students benefited from the program.
http://www.sp.uconn.edu/~nrcgt/news/fall02/fall023.html
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This report from Vanderbilt University reveals the complex mix of factors that create intellectual leaders: cognitive abilities, educational opportunities, investigative interests and old-fashioned hard work. Just one of the findings indicate that differences in ability exist even among this elite group. The findings contradict a widely held belief in educational literature that there is an "ability ceiling;" in other words, that differences are moot among the very top students
http://www.yubanet.com/artman/publish/article_47775.shtml
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Dr. Armstrong is an educator and psychogist in the fieds of multiple intelligences, the myth of ADD/ADHD, and the natural genius of kids. Armstrong's website is packed with useful information through books for purchase, articles and his own lectures.
http://www.thomasarmstrong.com
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Educating the Very Able is a report designed to provide up-to-date research findings about the development and education of very able pupils, and so improve communication between researchers and those who make and carry out practical educational decisions. (This report was presented to the British Parliment as a glimpse of research and methods used by other nations in identifying, educating and assisting profoundly gifted children.)
http://www.archive.official-documents.co.uk/document/ofsted/veryable/able-00.htm
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This organization seeks to further the development of gifted and talented youth through a variety of methods including research, public education and teacher training programs, and scholarships for low income and minority gifted youth. GERI is involved at the state and national level, helping to guide state and national policy on gifted youth and families, and also works with foundations and corporations to develop targeted, cost-effective programs for the gifted.
http://www.geri.soe.purdue.edu/main/default.html
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Established in 1979 to further the education of gifted students this organization provides a variety of services to youth, parents and teachers. A biannual newsletter is published, which lists all events sponsored by the center. Frances A. Karnes was the recipent of the David W. Belin Advocy Award presented by the National Association for Gifted Children in 2002.
http://www-dept.usm.edu/~gifted/index.html
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The Center for Gifted Education at the College of William and Mary is a learning community that values and fosters the talent development process of individuals over the lifespan.
http://cfge.wm.edu/
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Acadamic Precocity contains the first follow-up studies of more than 2,000 gifted seventh- and eighth-graders who are participating in the Johns Hopkins Study of Mathematically Precocious Youth (SMPY). The contributors to the program assess the effectiveness of its screening and educational techniques, explore the relationship between precocity and social adjustment, and report on the success of SMPY-type programs in other locales.
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In this collection of essays and interviews journalist Dick Russell examines the role of African Americans through two centuries of American history. He focuses primarily on the role of blacks in the cultural life of the United States. Black Genius and the American Experience, with an introduction by Alvin F. Poussaint, takes a thoughtful and fascinating look at the contributions to U.S. history made by Americans of African decent.
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This is Hollingworth's classic set of case studies of 12 children above 180 IQ. For most of the 20th century, this book was the definitive work on profoundly gifted children. It is an absolute must-read for anyone who is raising, teaching, counseling, or assessing a profoundly gifted child. The book consists of detailed case studies of the 12 children, including early childhood developmental history; school history and adjustment; test performance on a variety of measures; examples of children's work; and, as far as was possible to trace, their...
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"This book offers a highly revealing-and troubling-view of today's high school students and the ways they pursue high grades and success. Denise Pope, veteran teacher and curriculum expert, follows five motivated and successful students through a school year, closely shadowing them and engaging them in lengthy reflections on their school experiences."
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This book presents the findings from the first systematic study of "eccentrics": highly talented and unusual people who don't feel the need to conform to the norms of society. The conclusion reached is that these people tend to be happier, healthier and more creative than the "conformists".
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This book provides an account of the development of 15 children with IQs exceeding 160. Gross examines indepth the children's developmental and educational history, and common characteristics. As well, it identifies educational strategies and adaptations for exceptionally gifted students. This book is must read for anyone raising, teaching, counseling, or assessing highly and profoundly gifted children.
http://www.ebookmall.com/ebook/76379-ebook.htm
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Subotnik explores the lives of those who have grown up gifted in this book. It summarizes a study administered to access the outcomes of early identification and schooling among a group of highly gifted students. There is information on the realities of schools, the expectations of others, and the choices that the gifted make as adults. The authors propose that reported reflections of these now older subjects can help in the gifted development of future students.
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This book by Joan Franklin Smutny pulls together years of research on educating gifted students. The result is a book that incorporates research with practical advice, how-tos, worksheets and application.
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This book presents research on the early developmental history of children who come to perform at the gifted IQ level during middle childhood, representing an integration of the four authors' interests in the fields of intelligence, psychometrics, and developmental psychology. The research presented is based on the Fullerton Longitudinal Study, which entails the systematic investigation of a single cohort studied from infancy onward.
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A comprehensive research-based publication offering practical assistance for:
- Parents of young gifted children
- University students in undergraduate early childhood or gifted education courses
- Academics studying and researching giftedness in early childhood
- Early childhood educators
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Some of America's brightest gifted students are held back and left behind, according to The Templeton National Report on Acceleration. This easy-to-read, user-friendly report explains why many schools, parents and teachers have not yet come to terms with acceleration - despite overwhelming evidence in its favor. Teachers and parents ar presented information on early-entrance, grade skipping, the AP program and early college. Comments are accepted; this report can be downloaded online.
http://nationdeceived.org/
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"This paper reports an analysis of descriptions of children with IQs of 155 or better. It is suggested that these children be distinguished from gifted children by the label exceptionally gifted. The paper reports some important cognitive differences between the two groups as well as the high rate of early parental loss among historically famous highly intelligent persons. This finding is discussed in the light of how certain parent-child relationships might contribute to the development of cognitive giftedness into high level of creative behav...
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The purpose of Gifted and Talented International is to share current theory, research, and practice in gifted education with its audience of international educators, scholars, researchers, and parents. Gifted and Talented International is published twice a year.
http://www.worldgifted.org/xpubs.htm
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High Ability Studies is an international refereed journal which publishes papers in English, as well as reviews of books and other relevant material. It is the official scholarly journal of the European Council for High Ability (ECHA). High Ability Studies provides a forum for scholars in a variety of disciplines associated with the development of human abilities to their highest level. It is a medium for the promotion of high ability, whether through the communication of scientific research, theory, or the exchange of practical experience and ...
http://www.tandf.co.uk/journals/titles/13598139.asp
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The Journal for the Education of the Gifted (JEG) is committed to the analysis and communication of knowledge and research related to the field of gifted education. JEG is the official publication of The Association for the Gifted.
http://www.gifted.uconn.edu/siegle/TAG/jeg.htm
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This research study, host by the University of Conneticut's National Research Center on the Gifted and Talented covers the long range effects of participation in an elementary, enrichment, pullout program on gifted students. In order to investigate this question, researchers will be conducting an ongoing longitudinal study of gifted students who participated in the Program for Academic and Creative Enrichment (PACE).
http://www.gifted.uconn.edu/nrcgt/newsletter/june91/june9113.html
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Published by Open Space Communications, this publication is focused on helping the gifted and allowing them to reach their full potential. Subscribers can access both printed issues and online journals, as well as free back issues.
http://our-gifted.com/
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Po Bronson discusses how parents unknowingly add pressure to their children. Too much encouragement can create fear in trying new things due to the possibility of failure. A new study from the New York public-school system strongly suggests giving kids the label of “smart” does not prevent them from underperforming. It might actually be causing it.
http://talentdevelop.com/articles/HNTTTYK.html
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