Annotated Bibliography

Book or Book Chapter


Adams, C. M., & Pierce, R. L. (2008). Science, elementary. In J.A. Plucker & C.M. Callahan (Eds.), Critical issues and practices in gifted education (pp. 563-577). Waco, TX: Prufrock Press.

No abstract available.

Arnold, K. D., Noble, K. D., & Subotnik, R.F. (1996). Remarkable women: Perspectives on female talent development. Chestnut Hill, MA: Boston College Press.

This book consolidates and expands existing knowledge about highly capable women and the internal and external forces that lead them to extraordinary adult accomplishment. The collected studies include women from a wide variety of backgrounds and talent domains whose paths to exceptional achievement illuminate the nature of female talent development and provide models to help more women fulfill their promise in adulthood.

Baldus, C., Assouline, S., Croft, L., & Colangelo, N. (2009). The Iowa online Advanced Placement academy: Creating access to excellence for gifted and talented rural students. In L. Shavinina (Ed.), International Handbook on Giftedness (pp. 1225-1234). Amsterdam: Springer Science and Business Media.

No abstract available.

Benbow, C. (1991). Meeting the needs of gifted students through use of acceleration. In M. C. Wang, M. C. Reynolds, & H. J. Walberg (Eds.), Handbook of special education: Research and practice, Vol. 4: Emerging programs. (pp. 23-36). New York: Pergamon Press.

The chapter provides a rationale for why programming for the gifted is needed and then describes what acceleration entails, the practical benefits of acceleration, and educators' skepticism about its use. The chapter details the theoretical underpinnings of acceleration as a program option for the gifted; explores whether results from empirical investigations bear out the positive theoretical predictions regarding use of acceleration; covers both those studies examining academic benefits and those that focus on social and emotional development; and closes with several suggestions for practice and research.

Benbow, C. P. (1998). Acceleration as a method for meeting the academic needs of intellectually talented children. In J. VanTassel-Baska (Ed.), Excellence in educating gifted and talented learners (pp. 279-294). Denver, CO: Love Publishing.

No abstract available.

Benbow, C. P., & J. C. Stanley (Eds.) (1983), Academic precocity: Aspects of its development. Baltimore: Johns Hopkins University Press.

Revised, expanded, and updated proceedings of the Tenth Annual Hyman Blumberg Symposium on Research in Early Childhood Education focus on the Study of Mathematically Precocious Youth (SMPY).

Botstein, L. (1997). Jefferson's children: Education and the promise of American culture. New York: Doubleday.

No abstract available.

Brody, L. E. (Ed.) (2004). Grouping and acceleration practices in gifted education. In S. Reis (Series Ed.), Essential readings in gifted education: Vol. 3. Thousand Oaks, CA: Corwin Press.

Articles in Volume 3 of this series are reprints of highly cited articles from Gifted Child Quarterly.

Brody, L. E., & Benbow, C. P. (2004). Accelerative strategies: How effective are they for the gifted? In L. E. Brody (Vol. Ed.) & S. M. Reis (Series Ed.), Essential readings in gifted education: Vol. 3. Grouping and acceleration practices in gifted education (pp. 57-67). Thousand Oaks, CA: Corwin Press.

No abstract available.

Brody, L. E., & Stanley, J. C. (1991). Young college students: Assessing factors that contribute to success. In W. T. Southern & E. D. Jones (Eds.), The academic acceleration of gifted children (pp. 102-132). New York: Teachers College Press.

No abstract available.

Clark, B. (1997). Growing Up Gifted (5th Edition). Columbus, OH: Merrill.

Acceleration in schooling is necessary to meet the educational needs of exceptionally gifted students. Acceleration results in the student completing formal school in less time than is usually required, and may be accomplished by early entrance to kindergarten, skipping grades, advanced placement, or receiving credit by examination. Barbara Clark reviews the research on acceleration; including the studies of Alexander & Skinner, 1980; Anderson, 1960; Bish & Fliegler, 1959; Braga, 1969; Brody & Benbow, 1987; Fund for the Advancement of Education, 1957; Gallagher, 1966; Justman, 1953, Lehman, 1953; Lucito, 1964; Morgan, Tennant, & Goldman, 1980; Plowman & Rice, 1967; Pressey, 1955; Reynolds, 1962; Terman & Oden, 1947; Worcester, 1955.

Cohn, S. J., George, W. C., & Stanley, J. C. (1979). Educational acceleration of intellectually talented youths: Prolonged discussion by a varied group of professionals. In W. C. George, S. J. Cohn, & J. C. Stanley (Eds.), Educating the gifted: Acceleration and enrichment (pp. 183-238). Baltimore: John Hopkins University Press.

No abstract available.

Colangelo, N., & Assouline, S. (1994). Acceleration: Meeting the academic and social needs of students. In L. Shavinina (Ed.), International Handbook on Giftedness (pp. 1085-1098). Amsterdam: Springer Science and Business Media.

No abstract available.

Cornell, D. G., Callahan, C. M., Bassin, L. E., & Ramsay, S. G. (1991). Affective development in accelerated students. In W. T. Southern & E. D. Jones (Eds.), The academic acceleration of gifted children (pp. 74-101). New York: Teachers College Press.

No abstract available.

Cronbach, L. J. (1996). Acceleration among the Terman males: Correlates in midlife and after. In C. P. Benbow & D. J. Lubinski (Eds.), Intellectual talent: Psychometric and social issues (pp. 179-191). Stanford, CA: Stanford University Press.

What can be said about those who were markedly accelerated in schools when we can look at nearly their whole lives? Terman began before 1920 to collect records on able young people and in 1922 began a large-scale search. The present analysis covers male responses from 1950 to 1977. This reanalysis of the Terman files, which followed subjects from about 1922 to 1977 and have compared those who finished high school at about age 15 or 16 with those who graduated near age 18. In many aspects of their adult lives those who were accelerated did not differ as a group from the roughly equated controls. Every non-trivial difference that did appear on a value-laden variable showed those who had been accelerated at an advantage. Variation within groups far exceeded variation between groups. It appears that their personal qualities or the encouragement and tangible boost given by acceleration, or both, produced a lasting increment of momentum.

Daggett Pollins, L. (1983). The effects of acceleration on the social and emotional development of gifted students. In C. P. Benbow & J. C. Stanley (Eds.), Academic precocity: Aspects of its development (pp. 113-138). Baltimore: Johns Hopkins University Press.

No abstract available.

Fox, L. (1974). Facilitating education development of mathematically precocious youth. In J. Stanley, D. P. Keating, & L. H. Fox (Eds.), Mathematical talent: Discovery, description, and development (pp. 47-69). Baltimore: Johns Hopkins University Press.

No abstract available.

Gallagher, J. J. (1992). Gifted students and educational reform. In B. Leonard (Ed.), Challenges in gifted education: Developing potential and investment in knowledge for the 21st century(pp. 19-25). Worthington, OH: Ohio Department of Education.

No abstract available.

Gallagher, J. J. (1996). Educational research and educational policy: The strange case of acceleration. In C. Benbow & D. Lubinski (Eds.), Intellectual talent (pp. 83-92). Baltimore: Johns Hopkins University Press.

No abstract available.

Gallagher, J. J. (1996). Educational research and educational policy: The strange case of acceleration. In C. Benbow, & D. Lubinski (Eds.), Intellectual Talent: Psychometric and Social Issues (pp. 83-92). Baltimore: Johns Hopkins University Press.

No abstract available.

Gallagher, J. J. (1996). Policy development and implementation for children disabilities. In E. F. Zigler, S. L. Kagan, & N. W. Hall (Eds.), Children, families, and government: Preparing for the twenty-first century (pp. 171-187). New York: Cambridge University Press.

No abstract available.

Gallagher, J. J. (1997). The role of policy in special education reform. In J. L. Paul, M. Churton, & W. Morse (Eds.), Special education practice: Applying the knowledge, affirming the values, and creating the future (pp. 26-42). Pacific Grove, CA: Brooks/Cole Publishing Company.

No abstract available.

Gallagher, J. J. (1999). Knowledge versus policy in special education. In R. Gallimore, L. P. Bernheimer, D. L. MacMillan, D. L. Speece, & S. Vaughn (Eds.), Developmental perspectives on children with high-incidence disabilities (pp. 245-259). Mahwah, NJ: Lawrence Erlbaum Associates.

No abstract available.

Gallagher, J. J. (2008). Policy and advocacy. In J.A. Plucker & C.M. Callahan (Eds.), Critical issues and practices in gifted education: What the research says (pp. 513-522). Waco, TX: Prufrock Press.

No abstract available.

Gallagher, J. J. (2008). Psychology, psychologists, and gifted students. In S.I. Pfeiffer (Ed.), Handbook of giftedness in children: Psychoeducational theory, reasearch, and best practices (pp. 1-11). New York: Springer.

No abstract available.

Gallagher, J.J. (1999). Policy and the transition process. In R. C. Pianta & M. J. Cox (Eds.), The transition to kindergarten (pp. 351-361). Baltimore, MD: Paul H. Brookes.

No abstract available.

Gavin, M. K., & Adelson, J. L. (2008). Mathematics, elementary. In J.A. Plucker & C.M. Callahan (Eds.), Critical issues and practices in gifted education (pp. 367-394). Waco, TX: Prufrock Press.

No abstract available.

George, W. C., Cohn, S. J., & Stanley, J. C. (Eds.) (1977). Educating the gifted: Acceleration and enrichment. Baltimore: Johns Hopkins University Press.

Revised and expanded proceedings of the Seventh Annual Hyman Blumberg Symposium on Research in Early Childhood Education.

Gross, M. U. M. (1992). The early development of three profoundly gifted children of IQ 200. In P. S. Klein & A. J. Tannenbaum (Eds.), To be young and gifted (pp. 94-138). Norwood, NJ: Ablex Publishing Corporation.

No abstract available.

Gross, M. U. M. (1994). Factors in the social adjustment and social acceptability of extremely gifted children. In N. Colangelo, S. G. Assouline, & D. L. Ambroson (Eds.), Talent development: Proceedings from the 1993 Henry B. and Jocelyn Wallace National Research Symposium on Talent Development (pp. 473-476). Ohio: Psychology Press.

No abstract available.

Gross, M. U. M. (2004). Exceptionally gifted children (2nd ed.). London: Routledge.

No abstract available.

Hertberg-Davis, H., & Callahan, C. M. (2008). Advanced Placement and International Baccalaureate programs. In J.A. Plucker & C.M. Callahan (Eds.), Critical issues and practices in gifted education (pp. 31-44). Waco, TX: Prufrock Press.

No abstract available.

Hockett, J. A. (2008). Social studies. In J.A. Plucker & C.M. Callahan (Eds.), Critical issues and practices in gifted education (pp. 603-615). Waco, TX: Prufrock Press.

No abstract available.

Hopfenberg, W. S., Levin, H. M., & Associates (1993). The accelerated schools resource guide. San Francisco, CA: Jossey-Bass, Inc.

No abstract available.

Jones, E. D., & Southern, W. T. (1991). Objections to early entrance and grade skipping. In W. T. Southern & E. D. Jones (Eds.), The academic acceleration of gifted children (pp. 51-73). New York: Teachers College Press.

No abstract available.

Karnes, F. A., & Johnson, L. J. (1991). Differentiating instruction for preschool gifted children. In R. M. E. Milgram (Ed.), Counseling gifted and talented children: A guide for teachers, counselors, and parents (pp. 179-205). Norwood, NJ: Ablex Publishing Corporation.

This chapter provides an up-to-date report of the status of gifted education at the preschool level. Describes the characteristics of these children, the specific problems they are likely to encounter, and approaches used to differentiate curriculum and to individualize instruction for them. It considers the competencies required by teachers of preschool gifted children and highlights the importance of fostering positive attitudes toward young gifted children. It also suggests means of involving parents in providing the required enrichment and acceleration of their gifted preschool children.

Lehman, H. (1953). American Philosophical Society memoirs: Vol. 33. Age and achievement. Princeton, NJ: Princeton University Press.

No abstract available.

Maker, C. J. (Ed.) (1993). Critical issues in gifted education. Austin, TX: PRO-ED.

This book presents 29 papers addressing critical issues in the education of the gifted.

Matthews, M. S. (2008). Talent search programs. In J. A. Plucker & C. M. Callahan (Eds.), Critical issues and practices in gifted education (pp. 641-653). Waco, TX: Prufrock Press.

No abstract available.

Olszewski-Kubilius, P. (1989). Development of academic talent: The role of summer programs. In J. VanTassel-Baska & P. Olszewski-Kubilius (Eds.), Patterns of influence on gifted learners: The home, the school, and the self (pp. 214-230). New York: Teachers College Press.

No abstract available.

Passow, H. A. (1996). Acceleration over the years. In C. P. Benbow & D. J. Lubinski (Eds.), Intellectual talent: Psychometric and social issues (pp. 93-98). Ames, IA: Iowa State University of Science and Technology.

Discusses the history of and present-day issues in educational acceleration of gifted students.

Plucker, J. A., & Callahan, C. M. (Eds.), (2008). Critical issues and practices in gifted education. Waco, TX: Prufrock Press.

No abstract available.

Rapp, K.E. (2008). Special schools. In J. A. Plucker & C. M. Callahan (Eds.), Critical issues and practices in gifted education (pp. 617-628). Waco, TX: Prufrock Press.

No abstract available.

Reis, S. M. (2008). Talented readers. In J. A. Plucker & C. M. Callahan (Eds.), Critical issues and practices in gifted education (pp. 655-667). Waco, TX: Prufrock Press.

No abstract available.

Robinson, A., Shore, B. M., & Enersen, D. L. (2007). Best practices in gifted education: An evidence-based guide. Waco, TX: Prufrock Press.

No abstract available.

Robinson, H. B. (1983). A case for radical acceleration: Programs of the Johns Hopkins University and the University of Washington. In C. P. Benbow & J. C. Stanley (Eds.), Academic precocity: Aspects of its development (pp. 139-59). Baltimore: Johns Hopkins University Press.

No abstract available.

Robinson, N. M. (1996). Acceleration as an option for the highly gifted adolescent. In C. P. Benbow & D. J. Lubinski (Eds.), Intellectual talent: Psychometric and social issues (pp. 169-178). Baltimore: Johns Hopkins University Press.

Discusses a highly successful program of radical acceleration at the University of Washington, where 14-yr olds and under are given the opportunity to enter college through the Early Entrance Program.

Robinson, N. M., & Weimer, L. J. (1991). Selection of candidates for early admission to kindergarten and first grade. In W. T. Southern & E. D. Jones (eds.), The academic acceleration of gifted children (pp. 29-50). New York: Teachers College Press.

No abstract available.

Robinson, N. M., & Harsin, C. (2001). Early college entrance guidebook. Reno, NV: Davidson Institute for Talent Development.

No abstract available.

Robinson, N. M., & Noble, K. D. (1992). A radical leap from middle school to college: Can it work? In N. Colangelo, S. G. Assouline, & D. L. Ambroson (Eds.), Talent development: Proceedings from the 1991 Henry B. and Jocelyn Wallace National Research Symposium on Talent Development (pp.267-77). New York: Trillium.

No abstract available.

Robinson, N. M., & Robinson, H. B. (1982). The optimal match: Devising the best compromise for the highly gifted student. In D. Feldman (Ed.), Developmental approaches to giftedness and creativity (pp. 79-94). San Francisco: Jossey-Bass.

No abstract available.

Rogers, K. B. (2002). Re-forming gifted education: Matching the program to the child. Scottsdale, AZ: Great Potential Press.

Because current educational programs for gifted students are often inadequate and do not fit the particular gifted child, parents of gifted children need to present schools with educational plans. Rogers explains various programs for acceleration and enrichment, as well as grouping practices. For each educational option, she delineates what current research says about the benefit or lack of benefit to which types of gifted children, and she explains how to arrange each option. This book is an eye-opener for educators and parents unfamiliar with the full body of research in the field of gifted education curriculum.

Rogers, K. B. (2002). Effects of acceleration on gifted learners. In M. Neihart, S. M. Reis, N. M. Robinson, & S. M. Moon (Eds.), The social and emotional development of gifted children: What do we know? (pp. 3-12). Waco, TX: Prufrock Press.

No abstract available.

Rogers, K. B. (2002). Effects of acceleration on gifted learners. In M. Neihart, S. Reis, N. Robinson, & S. Moon (Eds.), The social and emotional development of gifted children: What do we know? (pp. 3-12). Waco, TX: Prufrock Press.

Discusses the emotional and social effects of academic acceleration on intellectually or academically gifted children. To address these issues, the chapter discusses three educational provisions that must be in place for choosing acceleration and predicting successful acceleration: (1) placement with others of like ability when the learning is "serious," (2) exposure to progressively more complex tasks in a prestructured continuum of learning experiences based on mastery and readiness, and (3) flexible progression at an appropriately rapid pace.

Sayler, M. F. (1994). Early college entrance: A viable option. In J. B. Hanson & S. M. Hoover, Talent development: Theories and practice (pp. 67-79). Dubuque, IA: Kendall-Hunt.

No abstract available.

Schroth, S. T. (2008). Levels of service. In J. A. Plucker & C. M. Callahan (Eds.), Critical issues and practices in gifted education (pp. 321-334). Waco, TX: Prufrock Press.

No abstract available.

Shore, B. M., Cornell, D. G., Robinson, A., & Ward, V. S. (1991). Recommended practices in gifted education. New York: Teachers College Press.

The authors have identified 101 recommended practices in gifted education chosen from 100 books and "discuss the sources of the advice to carry out each practice, the research-especially empirical research-which supports or refutes each practice, the implication of the state of knowledge for practice, and the research still needed to strengthen our knowledge base."

Silverman, L. (1993). What happens to the gifted girl? In J. Maker (Ed.), Critical issues in gifted education: programs for the gifted in regular classrooms, Vol. III. Austin, TX: PRO-ED.

Dr. Silverman makes a good case for early entrance to kindergarten or first grade being preferable to letting girls go "underground" academically to fit in, as they often do at around age 9.

Southern, W. T., & Jones, E. D. (Eds.). (1991). The academic acceleration of gifted children. New York: Teachers College Press.

No abstract available.

Sriraman, B., & Steinthorsdottir, O. B. (2008). Mathematics, secondary. In J.A. Plucker & C.M. Callahan (Eds.), Critical issues and practices in gifted education (pp. 395-407). Waco, TX: Prufrock Press.

No abstract available.

Stanley, J. C., George, W. C., & Solano, C. H. (Eds.) (1977). The gifted and the creative: A fifty-year perspective. Baltimore: Johns Hopkins University Press.

No abstract available.

Stanley, J. C., George, W. C., & Solano, C. H. (Eds.) (1978). Educational programs and intellectual prodigies. Baltimore: Johns Hopkins University Study of Mathematically Precocious Youth.

No abstract available.

Subotnik, R. F., & Arnold, K. D. (Eds.) (1994). Beyond Terman: Contemporary longitudinal studies of giftedness and talent. Norwood, NJ: Ablex Publishing Company.

No abstract available.

Subotnik, R. F., Edmiston, A. M., & Rayhack, K. M. (2007). Developing national policies in STEM talent development: Obstacles and opportunities. In P. Csermely, K. Korlevic, & K. Sulyok (Eds.), Science education: Models and networking of student research training under 21 (pp. 28-38). Washington, DC: IOS Press.

No abstract available.

Tomlinson, C. A. (2008). Differentiated instruction. In J. A. Plucker & C. M. Callahan (Eds.), Critical issues and practices in gifted education (pp. 167-177). Waco, TX: Prufrock Press.

No abstract available.

VanTassel-Baska, J., & MacFarlane, B. (2008). Science, secondary. In J.A. Plucker & C.M. Callahan (Eds.), Critical issues and practices in gifted education (pp. 579-593). Waco, TX: Prufrock Press.

No abstract available.

Worcester, D. (1955) The education of children of above-average mentality. Lincoln, NE: University of Nebraska Press.

Briefly discussed, primarily for school administrators and teachers, are acceleration, enrichment, special classes, and problems relating to such provisions. In large part, informally reported research findings are presented in support of the possibilities explored. While Nebraska has been the locale of much of the research, particularly on early admission, and a cutoff point of IQ 110 was employed, broader implications are suggested.