Serving Gifted Learners Beyond the Traditional Classroom: A Guide to Alternative Programs and Services
Series: The Critical Issues in Equity and Excellence in Gifted Education Series
Product Code: 2118
Out of Stock
Serving Gifted Learners Beyond the Traditional Classroom: A Guide to Alternative Programs and Services provides a concise and thorough introduction to the various types of out-of-school programming recommended and appropriate for gifted and advanced learners. Including overviews of mentoring programs, residential schools, summer opportunities, and distance learning, top scholars in the field of gifted education combine research and experience in this guide to alternative services for teachers, parents, and gifted education program directors.
Other programs and services covered include service learning, university-based programs, and competitions. In addition, a much-needed review of the issues concerning programming for diverse youth, options for students from low-income backgrounds, and counseling gifted students to make good out-of-school choices, along with an insightful, insider's look at the culture and lives of gifted students in residential schools, make this handy guide to alternative programs and services a necessity for anyone serving and working with gifted students.
This designation indicates that this book has been jointly developed with NAGC and that this book passes the highest standards of scholarship, research, and practice.
Review by: Katie Rhode, Roeper Review - January 1, 2008
The idea for Serving Gifted Learners Beyond the Traditional Classroom began as a discussion among scholars. Two years of dialogue evolved into a book that contributes to an area of gifted education in need of such a resource. Joyce L. VanTassel-Baska, a distinguished professor and the Executive Director of the Center for Gifted Education at The College of William and Mary, has compiled twelve eclectic chapters written by scholars from all over the world. The essays examine the history, available research, issues, and current existence of alternative ways to serve gifted students outside of the classroom setting. The book provides parents, teachers, and researchers with extensive discussion on the effectiveness and availability of such programs and the issues associated with them.
As a researcher interested in gifted education, I found this book to be a useful resource and an encouraging testament to the future direction of the field. Parents, researchers, and educators can all benefit by immersing themselves in the discussion about alternative programs and their place in gifted education. We can continue to look to these programs as the way of the future for gifted learners by being conscious of the concerns. The future directions of services for gifted students beyond the traditional classroom are encouraging, yet it is perhaps unfortunate that there is even a need for alternative programs. I think that VanTassel-Baska gets it right when she says, "The best of all possible worlds, however, would be for public schools to wake up to the needs of the gifted and provide the needed resources to serve them adequately in day-to-day settings..." (p. 12). Until that day comes, researchers, educators, and parents should continue the dialogue of alternate ways to meet gifted students needs, and this book guides that discussion with comprehension and honesty.
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