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Re-Forming Gifted Education


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About the Author

Karen B. Rogers, Ph.D. is a Professor of Gifted Studies in the Department of Curriculum and Instruction at the University of St. Thomas, in St. Paul, Minnesota. She has published over 80 articles about gifted and talented students. Her paper on ability grouping, written for the National Research Center on Gifted and Talented, has been read by over 500,000 people worldwide. She is the mother of three gifted children and the grandmother of five young (potentially gifted) grandsons.


This book is a step-by-step guide to evaluating the needs and characteristics of a gifted child and understanding the educational options that might be appropriate for him or her based on an individual profile. The book has surveys and instruments that parents (or educators) can use to determine children's talent potential, learning style preferences, and interests and attitudes. The book contains lists of educational options including those implemented in school (e.g. cluster grouping, whole grade skipping, subject acceleration, etc.) and outside-of-school options such as talent search summer programs. There are compendiums of contests and competitions and summer programs, although these are spotty and not comprehensive. Rogers includes the research findings, much of which comes from her own work, regarding the cognitive and social effects of each type of educational option. The book contains many anecdotal examples of different "types" of gifted children to illustrate both the use of the profiling system and the matching to educational options and programs. While this book is meant for parents, the level of detail and analysis provided within the chapters indicates that parents and educators with some knowledge about gifted education and/or experience with gifted children would benefit most from this book. (Center for Talent Development)This highly accessible text makes great strides in empowering parents to engage in effective educational advocacy for gifted young people. Rogers' use of research findings in the context of designing positive and meaningful educational environments is exemplary. Much more than a compilation of relevant terms and resources, this text includes comprehensive information ranging from definitions of educational options to research-based applications of instruction, curriculum, and programs for gifted young people. Rogers has created an essential tool for parents interested in becoming more informed about advocating for their gifted young people. (Davidson Institute for Talent Development)

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