ERIC Number: ED473008
Record Type: RIE
Publication Date: 2003
Reference Count: N/A
Discovering Programs for Talent Development.
Parke, Beverly N.
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 levels of content acceleration, in-depth topic immersion, and interest exploration. The book begins by discussing hidden programs that are already in schools that are effectively serving gifted and talented students. Chapter 2 explores different definitions of talent, the multiple intelligences model, defining characteristics of talented students, and developing profiles of ability to match students to programs that best correspond with their learning needs. It includes a description a talent development program at one middle school. Chapter 3 identifies ten telltale signs of a hidden program and chapter 4 discusses how to assemble comprehensive, individualized programs for talent development using the Program Mosaic Model. Chapter 5 contains the descriptions of the 65 programs, along with targeted grade level and further information resources. The text closes with a list of the preK-12 gifted program standards of the National Association for the Gifted, standards for programs including the gifted and talented program for the Association for the Gifted, and sample forms. (Contains approximately 125 references.) (CR)
Descriptors: Academic Standards, Elementary Secondary Education, Enrichment Activities, Gifted, Inclusive Schools, Multiple Intelligences, Preschool Education, Program Design, Program Development, Special Programs, Student Characteristics, Student Evaluation, Talent, Talent Development
Corwin Press, Inc., Sage Publications Company, 2455 Teller Rd., Thousand Oaks, CA 91320 ($32.95). Tel: 800-818-7243(Toll Free); Fax: 800-417-2466 (Toll Free); e-mail: email@example.com; Web site: http://www.corwinpress.com.
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Authoring Institution: N/A