Journals The Journal of Secondary Gifted Education. 200 DM/year. ------------------------------------------------------------------------- [Part of this bibliography and most comments are from a posting of Sandra Berger to the "giftednet-l" listserver group on Internet.] Thomas Armstrong: Learning in their own way. Discovering and encouraging your child's personal learning style. St. Martin's Press 1987. A former teacher and learning disabilities specialist describes learning differences and provides suggestions. Thomas Armstrong: Awakening your child's natural genius. Tarcher. W. Barbe/R. Swassing/N. Milone: Teaching through modality strengths. Concepts and practices. Zaner-Bloser, 1979. Defines modality, reviews the history of modality-based instruction, describes ways to identify modality strengths, and offers practical suggestions for instruction. Donald Beggs/John T. Mouw/Joe Ann Barton: Evaluating gifted programs: documenting individual and programmatic outcomes. Roeper Review 12 (December 1979), 73-76. Sandra Berger: College planning for gifted students. J.H. Borland: Planning and implementing programs for the gifted. Teachers College Press, 1989. 0-8077-2966-3 (pb.). Trish Bransky: Specific program information. A key to attitudes about the gifted education program. Gifted Child Quarterly 31 (Winter 1987), 20-24. K. Edwin Brown: When it's time to evaluate your gifted program. The Gifted Child Today 9 (November/December 1986), 12-13. K. Butler: Learning and teaching style in theory and practice. Gabriel Systems, 1984. Based on Gregorc's style model, this book presents the concept of style with extensive examples in learning and teaching. It offers practical, detailed suggestions for utilizing style in instruction and curriculum. Carolyn Callahan: Asking the right questions. The central issue in evaluating programs for the gifted and talented. Gifted Child Quarterly 30 (Winter 1986), 38-42. Connie Callahan/Richard M. Smith: Keller's personalized system of instruction in a junior high gifted program. Roeper Review 13 (September/October 1990), 39-44. Kyle Carter: Evaluation design. Issues confronting evaluators of gifted programs. Gifted Child Quarterly 30 (Spring 1986), 88-92. Kyle Carter/Wilma Hamilton: Formative evaluation of gifted programs. A process and model. Gifted Child Quarterly 29 (Winter 1985), 5-11.29. Leonora Cohen: Developing children's creativity, thinking, and Interests. Strategies for the district, school, and classroom. OSSC Bulletin 31/7 (1988). N. Colangelo/G. Davis, G. A.(ed.): Handbook of gifted education. Allyn & Bacon, 1991. June Cox/Neil Daniel/Bruce Boston: Helpful practices for educating able learners. The Education Digest 51 (March 1986), 58-61. Peggy Dettmer: Gifted program scope, structure and evaluation. Roeper Review 7 (February 1985), 146-152. Clifford Dowker/Yael Dowker: Helping gifted children with mathematics. Journal of the gifted child 1/1 (1979), 52-66. K. Dunn/R. Dunn: Dispelling outmoded beliefs about student learning. Educational Leadership, 44/6 (1987). This article explores myths and fallacies, cites research, and provides suggestions. R. Dunn/S. Griggs: Teaching and counseling gifted students with their learning styles preferences. Two case studies. G/C/T, 40-43 (?) (1985). Case studies of two gifted students present individual profiles listing instructional implications and counseling implications based on the Learning Styles Inventory. R. Dunn/S. Griggs: Learning styles. Quiet revolution in American secondary schools. NASSP, Reston (VA) 1988. Howard Ebmeier/Barbara Dyche/Patty Taylor: An empirical comparison of two model program models for elementary gifted education. Gifted Child Quarterly 29 (Winter 1985), 15-19. B. Edwards: Drawing on the right side of the brain. St. Martin's Press, 1979. A course in enhancing creativity and artistic confidence. Julie Ellis: Evaluating idiosyncratic programs of education for the gifted. Canadian Journal of Education 14 (Winter 1989), 93-101. Linda Emerick: Academic underachievement among the gifted. Students' perceptions of factors that reverse the pattern. Gifted Child Quarterly 36 (Summer 1992), 140-146. John Frederick Feldhusen: Synthesis of research on gifted youth. Educational Leadership (March 1989), 6-... Has a noble summary of the acceleration literature: A host of studies have confirmed the short- and long-term values of all forms of acceleration and the absence of problems resulting from acceleration in the lives of accelerated youth. John Frederick Feldhusen/Sidney Moon: Grouping gifted students. Issues and concerns. Gifted Child Quarterly 36 (Spring 1992), 63-67. Lucille Freeman/Nedra Sears: Is your gifted and talented program doing the job? Principal (Reston, VA) 66 (November 1986), 46-48. J. Gallagher/S. Gallagher: Teaching the gifted. Allyn & Bacon 1994. H. Gardner: Frames of mind. The theory of multiple intelligences. Basic Books, 1985. Gardner described seven different types of intelligence: linguistic, musical, logical-mathematical, spatial, bodily-kinesthetic, interpersonal, and intrapersonal. He suggests that individuals tend to display abilities in one or two specific areas. Jody Gilberg: Formative evaluation of gifted and talented programs. Roeper Review 6 (September 1983), 43-44. Rick Ginsberg/Barnett Berry: Experiencing school reform. The view from South Carolina. Phi Delta Kappan 71 (March 1990), 549-552. A. Gregorc: An adult's guide to style. Gabriel Systems, 1982. An overview of Gregorc's style work with an emphasis on self-awareness, acceptance of others' styles, and development of abilities to stretch and flex one's style. S. Griggs: Counseling the gifted and talented based on learning styles. Exceptional Children, 50/5 (1984), 429-432. Counseling implications of gifted students' preferred learning styles are discussed. Miraca Gross: The use of radical acceleration in cases of extreme intellectual precocity. Gifted Child Quarterly 36 (Spring 1992), 91-99. P. Guild/S. Garger: Marching to different drummers. Association for Supervision and Curriculum 1985. A comprehensive book that explores the importance of style in education. Provides definition and research background, six different applications, and a way to organize thinking about styles. Includes personal examples, research findings, practical applications, philosophical implications, and an annotated bibliography. J. Hanson/H. Silver/R. Strong: Research on the roles of intuition and feeling. Roeper Review, 6/3 (1984), 167-170. Based on the typology of C. G. Jung, the authors conducted survey research on two populations of third, fourth, and fifth graders. Findings suggest that gifted students are predominantly intuitors and that in decision making there is a surprisingly high degree of feeling involved in terms of student attention to information processing. Willis Hawley: False premises, false promises. The mythical character of public discourse about education. Phi Delta Kappan 67 (November 1985), 183-187. Cathryn Hay/Linda Bakken: Gifted sixth-grade girls. Similarities and differences in attitudes among gifted girls, non-gifted peers, and their mothers. Roeper Review 13 (April 1991), 158-160. Thomas Hebert: Creative productivity. Who gets involved? Who benefits? Gifted Child Today15/6 (1992), 8-11. Myrliss Hershey/Edith Oliver: The effects of the label gifted on students identified for special programs. Roeper Review 11 (October 1988), 33-34. 6441 Scott Hunsaker: Adjustments to traditional procedures for identifying underserved students: Successes and failures. Exceptional Children 61 (1994), 72-76. Arthur Jensen: Genetics and education. Harper & Row 1972. 06-012192-0. Kyung-Won Jeon: Bibliotherapy for gifted children. Gifted Child Today 15/6 (1992), 16-19. David Johnson/Roger T. Johnson: Gifted students illustrate what isn't cooperative learning. Educational Leadership 50 (March 1993), 60-61. David Johnson/Roger T. Johnson: What to say to advocates for the gifted. Educational Leadership 50 (October 1992), 44-47. Frances Karnes/James Whorton: Attitudes of intellectually gifted youth toward school. Roeper Review 10 (March 1988), 173-175. D. Keirsey/M. Bates: Please understand me. Character and temperament types. Prometheus Nemesis Books 1984. Based on the 16 Myers-Briggs types, this book proposes four temperament types and offers general examples of type in everyday life, as well as in teaching and learning. Barbara Kerr/Nicholas Colangelo/Julie Gaeth: Gifted adolescents' attitudes toward their giftedness. Gifted Children Quarterly 32 (Spring 1988), 245-247. D. Kolb: Experiential learning: Experience as the source of learning and development. Prentice-Hall 1983. Kolb provides the conceptual base for learning styles, current uses, and teacher training applications. Research on career options and learning style is particularly valuable for educators and students. Elaine Kolitch/Linda Brody: Mathematics acceleration of highly talented students: an evaluation. Gifted Child Quarterly 36 (Spring 1992), 78-86. Stephen Lapan: Guidelines for developing and evaluating gifted programs. Roeper Review 11 (March 1989), 167-169. G. Lawrence: People types and tiger stripes. A practical guide to learning styles. Gainesville Center for Applications of Psychological Type, 1982. Based on the Myers-Briggs descriptions of 16 types, this book gives an overview of style and some practical suggestions for instruction, meeting students' developmental needs, considering teaching styles, and organizing staff development programs on styles. Anita Li/Georgina Adamson: Gifted secondary student's preferred learning style: Cooperative, competitive, or individualistic? J. Education of the Gifted 16/1 (1992), 46-54. D. Lovecky: The divergently thinking child. Understanding our Gifted, 3/3 (1991), 1,7-9. Children who think divergently tend to prefer unusual, original and creative responses, but may appear disorganized and absent-minded. Highly structured school assignments may be a problem. This article offers strategies for intervention. Donald MacKinnon: The nature and nurture of creative talent. American Psychologist 17 (1962), 484-495. A classic. Charles Maher/Caroline E. Mossip: An evaluation system for development and improvement of educational programs for gifted children in the public schools. Educational Technology 24 (May 1984), 39-44. F. Neil Mathews/Jeanne M. Burns: A parent evaluation of a public preschool gifted program. Roeper Review 15 (November/December 1992), 69-72. B. McCarthy: The 4-Mat system. Teaching to learning styles with right-left mode techniques. Excel 1987. A systematic and practical model based on Kolb's experiential-learning cycle. Includes a variety of sample lessons. James Middleton/Joan Littlefield/Richard Lehrer: Gifted students' conceptions of academic fun. An examination of a critical construct for gifted education. Gifted Child Quarterly 36 (Winter 1992), 38-44. I. Myers/P. Myers: Gifts differing. Consulting Psychologists Press 1980. An overview of the Myers-Briggs descriptions of 16 types, based on Carl Jung's work on psychological types. Emphasizes the effect of type on personality and human development. Brief section on learning styles. Kathleen Noble/Julie E. Drummond: But what about the prom? Students' perceptions of early college entrance. Gifted Child Quarterly 36 (Spring 1992), 106-111. J. Parker: Instructional strategies for teaching the gifted. Allyn & Bacon, 1989. 0-205-11676-0. Sally Reis/D. Burns/J. Renzulli: Curriculum compacting. The complete guide to modifying the regular curriculum for high ability students. Creative Learning Press, Mansfield Center, CT, 1992. Sally Reis a.o.: Why not let high ability students start school in January? The curriculum compacting study. The National Research Center on the Gifted and Talented, Storrs, CT, 1993. G. Rico: Writing the natural way. Using right-brain techniques to release your expressive powers. Tarcher 1983. Sylvia Rimm/Katherine J. Lovance: The use of subject and grade skipping for the prevention and reversal of underachievement. Gifted Child Quarterly 36 (Spring 1992), 100-105. Sylvia Rimm/Katherine Lovance: How acceleration may prevent underachievement syndrome. Gifted Child Today (March/April 1992), 9-... Karen Rogers: Do the gifted think and learn differently? A review of recent research and its implications for instruction. Journal for the Education of the Gifted, 10/1 (1986), 17-39. Reviews research over the past decade involving comparative studies of gifted and more typical populations on questions of differential cognitive styles, cognitive developmental patterns, cognitive strategy selection, and social and emotional factors associated with the academic setting. The implications of discovered differences on instructional design and curricular planning are discussed. Karen Rogers/Richard Kimpston: Acceleration: What we do vs. what we know. Educational Leadership (October 1992), 58-... Paul Rogne: Reflections on"The Research". Gifted Child Today 16/1 (1993), 8-14. This article summarizes research findings on ability grouping in relation to gifted students. Mara Sapon-Shevin: Playing favorites. Gifted education and the disruption of community. State University of New York Press 1994, 275 pages. 0-7914-1980-0. $16.75. "Playing Favorites examines the ways in which gifted education disrupts the classroom community, deskills regular classroom teachers, limits their ability and willingness to meet individual needs, and impairs the creation of a climate of inclusion and acceptance of difference. Sapon-Shevin shows here that that current models of gifted education are elitist and meritocratic, treating some children, not just differently from others, but better; and that in large urban districts, gifted education programs are often racist as well. By creating and funding gifted programs, the author contends, schools engage in a form of "educational triage," serving those children for whom inadequate programming and educational failure would not be acceptable while maintaining the status quo for the majority of the population." Jeanne Shay Schumm: What gifted students think about cooperative learning. Journal of Reading 36 (April 1993), 549-... William Silky/Readling: REDSIL. A fourth generation evaluation model for gifted education programs. Roeper Review 15 (November 1992), 67-92. L. Silverman: Counseling the gifted & talented. Love 1993. L. Silverman: The visual-spatial learner. Preventing School Failure 34/1 (1989), 15.20. L. Smith/J. Renzulli: Learning style preferences. A practical approach for classroom teachers. Theory into practice, 23/1 (1984), 44-50. To develop an educational program that works for every student, it is important to consider that learning style differences do exist and that learning style match can positively affect achievement. Methods to help teachers assess student preferences are discussed. S. Springer/G. Deutsch: Left brain, right brain. Freeman & Company 1985. Presents and discusses research on brain asymmetries; an investigative approach to such topics as cerebral dominance, left-handedness, sex differences, learning disabilities, variations in cognitive styles and theories of consciousness. R. Sternberg: Beyond IQ. A triarchic theory of human intelligence. Cambridge University Press 1985. A scholarly volume that outlines an approach to understanding intelligence and argues against the role of traditional IQ tests in education. E. Torrance: Emerging concepts of giftedness. In W. Barbe/J. Renzulli, (ed.): Psychology and education of the gifted, Irvington 1981. Torrance has broadened our ideas about giftedness by discussing the gifted student's ability to define and solve problems in many ways (fluency of innovative ideas or divergent thinking ability ). E. Torrance: Encouraging creativity in the classroom. William C. Brown 1970. Although Torrance does not directly discuss learning style, his ideas on creativity and learning have implications for teachers interested in stimulating capabilities associated with right-brain functions. P. Vail: Smart kids with school problems. Dutton 1987. This valuable book emphasizes the traits of gifted students and the learning styles that set gifted/learning disabled students apart. Includes an annotated bibliography and resources. J. Van Tassel-Baska: Comprehensive curriculum for gifted learners. Allyn & Bacon, 1994. 0-205-15412-3. T. West: In the mind's eye. Visual thinkers, gifted people with learning difficulties, computer images, and the ironies of creativity. Prometheus 1991. In his thorough discussion of learning difficulties, West provides an overview of neurological research. He summarizes current knowledge about such learning difficulties as dyslexia and demonstrates how certain traits that are problematic in one context can be a great advantage in another. James Whorton/Frances Karnes: The attitudes toward school of talented upper elementary students in fine and performing arts. Reading Improvements 24 (Winter 1987), 248-251. L. Williams: Teaching for the two-sided mind. Simon & Schuster 1983. Presents research on the functioning of the hemispheres, explores the implications of that research for education, and provides practical teaching techniques that draw upon capabilities associated with the right hemisphere. Susan Winebrenner: Teaching the gifted in the regular classroom. Christine Wood: Policy analysis of California's program for gifted and talented students. Educational Evaluation & Policy Analysis 7 (Fall 1985), 281-287.