DOCUMENT RESUME SP '01.7 36S AUTHOR- Hiles, William R., E&. TITLE Research and Issuesin fted and Talented Education: Implications for Teach Education& - INSTITUTION. ERIC Clearinghouse:onTeacher Education, Washington, DC.. SPONS AGENCY National inst. of ucation (ED) lashingLb PUB DATE Feb 811' CONTRACT 400-79 -0617 NOTE 73p. EL:4ES PRICE. MF01/PC03 Plus Potage. DESCRIPTORS *Academically,Gifted; Cognitive Processgs; *CogAtive style: Counseling Services; Creative _Thinking; Curriculum Design4 Elementary Secondhry Education; Equal Education: Ilathematics Anxiety: Social Attitudes: Student Behavior: *Student Characteristics: *Talent Development: *Talent Identification: Teacher Education / ABSTRACT-- The papers presented in this monograph address a number of concerns in developing -a pedagogical appioach for gifted and talented children. Inl.the first paper, it is noted that routine intelligence .tests cannct be relied %pion to identify -the gifted, and that a more stringent case study approaCh should be adopted to-take into account the particular gifts and talents' that students may have. In the second paper, educators are encouraged' to recognize the inherently complex problem of developing a curriculum adapted to then unique cognitive styles of gifted children. the third paper explores the problem of math avoidance on the .part of gifted girls. Research- on a counseling program to meet the particular needs of gifted children is described in the fourth paper. The fifth/paper deaf with building an agenda for gifted programs,that is based on a recognition of the psychosocial needs and cognitive abilities of talented students. (JD) ****i.***** ******************* *** ** ***************** * Reproductions supplied by EDRS are the hest that can be made * * , from the original documen ** ******************************************** ******** ********* A A U.S RIBA ENT OF,EDUCATION NATIONAL INSTITUTE OF EDUCATION EDUCATIONAL RESOURCES INFOICIMATION CENTER tERICI Thr document has been reproduced as from the person Or org3rniatiOn onOThiiting it Minor changes have been made to improve reproduction quality Points Of view or opinions stated in this deou moot do not rICCOSsanly rOprmionr official NIP 'position Or whey ERIC RESEARCH AND ISSUES IN GIFTEDAIN TALENTED EDUCATION: -IMPLICATIONS FORTEAC R EDUCATION W ilia_ R, or . Published by the ERIC Clearinghouse.on Teacher Ethication One DuNnt Circle, Suite 610, Washington, DC20036 February 1981 Clearipghouse.N-.- 017 369 I The National institute of Education The ERIC Clearinghouse on,Teacher Education la funded bythe National Instituteof Education.. The material in this publication wasprepared pursuant to contract no 400-78-0017 with the National Inatitute of Education U.S. Department of Education CIntractors undertaking such projOcts under government sponsorship are encouragedto express freely their judgments in professional and teohniGal Matters. Prior to publication, the manuscript was submitted to-external referees for critical reviewand determination` of prOfessional cotpetence. This publication has met such standards-. However, points of view or opinions do not..neceSaarily representthe otficial,views or opinions. of the Clearingficuse or the Natkonal Instituteof Education.. Printed in the United States of America. 40 Library of.Congress number: 81-65912._ 4 'CONTENTS FOREWORD ACKNOWLEDGMENTS . vi RESEARCH AND ISSUES IN GIFTED AND TALENTEDEDUCATION: IMPLICATIONS FOR TEACHER EDUCATIoN°-' by William RMiles THE TEACHER'S, ROLE IN IDENTIFYING. GIFTEDNESS by Mauride Freehill THE IMPACT OF. CONGEPTION$ OF GIFTEDNESS ON CURRICULAR DESIGN by-Meredith Olson. ' -MATHTOR GIFTED GIRLS . by 'Nancy Cook CLINICAL OBSERVATIONS AND ASSERTIONS ABOUT GUIDANCE OF GIFTED CHILDREN . .. 37 by Marshall P. Sanborn I GOALSPROGRAMS, AND EVALUATION FOREDUCATING GIFTED CHILDREN . 51 by Robert A. Smith' FOREWORD - In an era dedicated toequal,oppertUnity to realize one!S Potential, is too often forgotten that all students-Must-be offered this opportunity. .The physically and 'mentally handicapped, those whose home environments have , been. defidient in the fostering -of intelleCtual skills, and those whoseethnic backgrounds. differ from t e majority ethos of f--Atherican societY--all. these have ,a rightt-.o develop to the:-fUll Potential. Much has been written on .the topic of improving the possibilities f2r full growth for theSepopulations. Howeyer, one group which-frbquently tends to be-oVerloOkedin this push.for. .equaa opportunity'is "the, gifted." , . In this series of-papers, edited by William R. Miles of Western gashington University, -Bellingham,' a- tilmber of concerns in developingant pedagogical approach to the gifted are,addressed. Maurice Freehill discusses the important role of.the classroom,teacher -in recognizinggiftedness in students. Meredith Olson investigates ways in which, giftedness affects (or should- affect) the ways in which curricula are developed and'carri4dopt. Nancy Cook examines prevailing social attitudes toward femaleStudents and excellence in-mathematics,:aild makes cogent arguments as to how these attitudes affect-the realization of femalepotential in this field.. Marshall- _Sanborn, while noting the frequent similarity betweenneeds of gifted students---N and those of their peers,- stresses that in someways Weirneeds*:are peculiar to.their class as gifted individuals and should be addressed in specialized ways. Robert Smith ideRtifies- groups having legitimate interest in developing goals, programs and evaluation procedures for gifted students and observes _that such groups should play.4. part in these processes. The ERIC Clearinghouse on Teabber Education is pleased, to offerthis.( collection of papers forthe-Stimulation of thought-and-discUssion concerning opportunities for gifted chitdren, and hopes that it. willsupport practice in the realization_of gifted potential.,The Clearinghouse would liWt to acknowledge theassisbance of the ERIC Clearinghouseon Counseling and Personnel Services and the Clearinghouse' on. Handicapped andGifted Children for their assistance in the development- of this product. - In particular, the perseverance, able mind, and sharp'Oencil of Sharon G. BoardMan, Clearinghouse' editorare.. , t resPonsible_ _ _ for this contribution tothe.professio- literqure. T 4 , , MICHAEL J. BUTLER Associate Director ERIC/Teacher Education ACKNOWL GM'S The paper following chapter one were originally commissioned to be= presented the sprIng 1980 joint conference of the Washington Educational Research Association and ighe Northwest Gifted Child Association.The committee that worked with me pn that conference were as follows. Dr. Catherine Webber, director of evaluation, Edmund School District; Dr. David Hardie, WERA Past President; Dr. Maurice Freebill, professor of .educational psychology, University of Washington;"Mrs. Merls Dingfield, president of the Northwest Gifted Child Associatioh; and Mrs. Cindy Rekdal, teacher of the gifted, Bellevue Public Schools and consultant in gifted education. I the committee and other key WERA personnel for their encouragement, inclu g Pr. James Keefer, executive secretary, HenryReed, president 80-81, and eri Lorang, association secretary. Dr Hardie also assisted n the businese venture to put this monographtogether. r. -, RESEARCH AND ISSUES IN GIFTED AND_TALENTED-EDUCATION:( IMPLICATION S FOR TEACIVR EDUCATION by.WilliaM Mies ._ -Gifted education becomes imPortant to teacher education when increased attention,'monies,:.and/orjobs -in the public schools create demands for teachers and programs for the gifted, or when state certification -requicements mandate certain. programs or study. Five states -- Georgia, Kansas, New Mexico, North Carolina, and West Virginiarequire-.6ertificatibn in teaching gifted children. From the late 1970s to the present,. educators have .witnessed an& will 6ee more attention and money going to -gifted education. The variety ofreasons are too .numerousn to discuss in detail; In general, some,people have attached gifted-education to historical epochs'correSponding to troubled times. nationally Ahd.internationally. These troubling conditions, as in the post-SOutnil.;..period, lead to the question, What is education doing to prepare the best and brightest childrertherS-trace concerns- forjndividualized instruction anti the deemphasis on egalitarian- to a renewed concern for gifted and talented-studenta;s Still others.-ore cynically hold, that with continued inflation and Federal tax surpluses, coupled with changes in gifted, and talented bureak funding, the economic situation is ripe for renewed. monies .- in this area Nationally as well as in the northwest, an upsurge of interest in gifted and talented education can be seen-through increased Federal and state opportunities for funding, media coVerage, And parent expectations. Teacher education -must respond to the demand. This introductory chapter was written to discuss the implications of gifted education and to preview the remaining chapters-in the monograph. The following sections examine -where.and how, who; an4 what.should. bethA substance'of that response with-respect to.:-, college preparation and inservice training.,.- Where and`, ow V Where should teachers receive their training iti-the tea-Ching of gifted students,- and-tiow should that-training'be organized ?'With only eight states requiring certification, teachersof the gifted are relatively free to pick And choose their training. ,Should that training be theory based in college courses, mandl"te a