Curriculum and Identification

Clark, Barbara, Growing Up Gifted, Macmillan Pub. Co., 1992.
This comprehensive reference is divided into two major sections: understanding the gifted individual, and the school and the gifted individual. Includes sections on brain research, the emotional and social aspects of growing up gifted and current educational models.

Colangelo, N., and Davis, G., Handbook of Gifted Education, Allyn and Bacon, 1991.
Thirty-nine authors contributed to this comprehensive book on identifying, teaching, and counseling gifted students. Divided in seven parts that include condeptions and identification, instructional models and practices, creativity and thinking skills, psychological and counseling services, special topics, and the future.

Davis, G. A., and Rimm, S. B., Education of the Gifted and Talented, Allyn and Bacon, 1997. 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. Gallagher, J.J., and Gallagher, S.A., Teaching the Gifted Child, Allyn and Bacon, 1994. 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.

Reilly, Jill, Mentorship, Psychology Press, 1992.
Some students learn better in mentorship settings. This practical book describes how to identify such students and how to set up a successful mentorship program.

Rogers, Karen, Re-Forming Gifted Education: Matching the Program to the Child, Great Potential Press, Inc., 2002.
Dr. Rogers explains several models for acceleration and enrichment, as well as various grouping practices. For each educational option, she delineates what current research says about the benefit or lack of benefit to certain types of gifted children.

Tomlinson, C. A., Kaplan, S. N., Renzulli, J. S., Purcell, J., Leppien, J., Burns, D. The Parallel Curriculum: A Design to Develop High Potential and Challenge High-Ability Learners, National Association for Gifted Children, 2002.
This book presents a curriculum model that leads students toward expertise. It proposes the possibility of developing appropriately challenging curriculum using one, two, three or four "parallel" ways of thinking about course content: the core curriculum, the curriculum of connections; the curriculum of practice; the curriculum of identity.

Winebrenner, S., Teaching gifted kids in the regular classroom, Free Spirit, 1992.
A comprehensive manual with proven techniques and strategies to ensure that gifted students are highly motivated, challenged, productive, and have positive learning experiences. Includes lots of reproducible handouts and student profiles.

Social/emotional (including parenting)

Adderholdt-Elliott, Miriam, Perfectionism: What’s Bad about Being Too Good?, Free Spirit Pub. Co., 1987.
Discusses perfectionism syndrome.

Delisle, J.R., Guiding the Social and Emotional Development of Gifted Youth: A Practical Guide for Educators and Counselors, Longman, 1992.
Topics include a wide range of social and emotional issues that impact on student learning. Practical suggestions and specific examples of how to design an "inviting" curriculum will lead the reader to motivating and encouraging all students.

Delisle, James R., Gifted Children Speak Out, Walker and Co., 1984.
Candid comments about growing up gifted from gifted students in the United States.

Galbraith, Judy, The Gifted Kids’ Survival Guide (For Ages 10 and Under) and The Gifted Kids’ Survival Guide (For Ages 12-18), Free Spirit Pub. Co., 1984.
Written for gifted kids; viewpoints of children; coping techniques.

Halsted, J.W., Some of my best friends are books: Guiding gifted readers from preschool to high school, Gifted Psychology Press, 1995. Discusses the emotional and intellectual needs of gifted youngsters. Books are recommended to meet both: emotional needs through guided group discussions, and intellectual needs through reading guidance. Kerr, Barbara, Smart Girls and Smart Boys, Ohio Psychology Pub. Co., 1985 and 2000. Understanding a guidance of/for females and males, includes brief biographies of imminent women and men. Rimm, S., The Underachievement Syndrome: Causes and Cures, Apple Pub. Co., 1986. A psychologist specializing in underachieving gifted students uses case studies and descriptions of prototypes to discuss symptoms, causes, and cures.

Schmitz,C. and Galbraith, J., Managing the Social and Emotional Needs of the Gifted: A Teacher’s Survival Guide, Free Spirit Pub. Co, 1985.
A companion the Gifted Kids survival Guide, it contains dozens of concrete strategies for teachers of gifted education. Contents include: resolving conflicts at school and at home, managing stress, handling feelings of "differentness."

Silverman, L. Counseling the Gifted and Talented, Love, 1993.
A comprehensive resource for counselors and teachers of gifted learners and graduate students in counseling psychology.

Strip, Carol A. Helping Gifted Children Soar, Gifted Psychology Press, Inc., 2000.
Versions available in Spanish and English. This guidebook offers parents and teachers suggestions for evaluating programs, designing appropriate curriculum, meeting social and emotional needs, surviving the ups and downs, and helping parents and teachers work together.

Walker, Sally, Y., The Survival Guide for Parents of Gifted Kids, Free Spirit Pub. Co., 1991.
A good introductory gook for parents which provides perspectives on how gifted children view themselves and the world, some typical problems that may occur (along with advice), and an overview of educational options, along with tips on how to advocate for your child’s education.

Webb, J., Meckstroth,E., and Tolan, S.,Guiding the Gifted Child: A Practical Source for Parents and Teachers, Ohio Pub. Co, 1982.
Ten topics are discussed including discipline, stress management, communication of feelings, and family relationships

Gifted Child Today, Prufrock Press, PO Box 8813, Waco TX, 76714-8813, 800-998-2208.
Directed at teachers and parents. It avoids jargon and provides practical advice on working with gifted, creative, and talented children.

Gifted Child Quarterly, 1155 15th Street NW, suite 1002, Washington, DC, 20005. Published by the national Association for Gifted children, this scholarly journal features articles on a variety of topics, and provides information about programs and conferences. Journal for Education of the Gifted, 1920 Association Drive, Reston, VA, 22091. Published by the Council for Exceptional children (CEC-ITAG), this scholarly journal presents research for administrators, teachers and other professionals, as well as enlightened parents. Understanding Our Gifted, P.O. Box 18268, Boulder, CO 80308. www.our-gifted.com Published by Open Space Communications. This publication is dedicated to helping gifted children reach their full potential and encourages a wide range of viewpoints on education and the gifted.