This information was produced by the staff of the Belin-Blank International Center for Gifted Education and Talent Development (B-BC) at the University of Iowa (belinblank.org). The resources and information listed here are for informational purposes; there is no direct or implied endorsement by the B-BC. Services provided by the B-BC include programs for academically talented K-12 and college students, professional development for teachers, the Assessment and Counseling Clinic, the Acceleration Institute (accelerationinstitute.org), and graduate programs and research in gifted education.

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Annotated Bibliography

Articles are listed in descending order by year (most recent first), and then by first author's last name.

Books

Callahan, C. M., & Plucker, J. A. (Eds.), (2013). Critical issues and practices in gifted education, 2nd Edition: What the research says. Waco, TX: Prufrock Press.

Critical Issues and Practices in Gifted Education: What the Research Says is the definitive reference book for those searching for a summary and evaluation of the literature on giftedness, gifted education and talent development. The book presents more than 50 summaries of important topics in the field, providing relevant research and a guide to how the research applies to gifted education and the lives of gifted children. This second edition updates every topic with new research and introduces several critically important topics such as cluster grouping, Response to Intervention, programming standards, the Common Core State Standards, educational leadership and legal issues. This book provides and objective assessment of the available knowledge on each topic, offers guidance in the application of the research, and suggests areas of needed research. (From book cover).

Assouline, S. G., & Lupkowski-Shoplik, A. (2010). Developing math talent: A comprehensive guide to math education for gifted students in elementary and middle school, 2nd edition. Waco, TX: Prufrock Press.

Build student success in math with the only comprehensive guide for developing math talent among advanced learners. The authors, nationally recognized math education experts, offer a focused look at educating gifted and talented students for success in math. More than just a guidebook for educators, this book offers a comprehensive approach to mathematics education for gifted students of elementary or middle school age. The authors provide concrete suggestions for identifying mathematically talented students, tools for instructional planning, and specific programming approaches. "Developing Math Talent" features topics such as: strategies for identifying mathematically gifted learners, strategies for advocating for gifted children with math talent, how to design a systematic math education program for gifted students, specific curricula and materials that support success, and teaching strategies and approaches that encourage and challenge gifted learners.

VanTassel-Baska, J., & Little, C.A. (2010). Content-based curriculum for high-ability learners 2nd edition. Waco, TX: Prufrock Press.

The newly updated Content-Based Curriculum for High-Ability Learners provides a solid introduction to curriculum development in gifted and talented education. Written by experts in the field of gifted education, this text uses cutting-edge design techniques and aligns the core content with national and state standards. in addition to a revision of the original chapters, the second edition contains new chapters on topics such as teaching research skills to gifted students, second language learning, leadership, arts curriculum, and technology.The text is divided into three sections. The first section identifies the basic principles of curriculum development: Accelerated learning within the core content areas, use of higher order process skills, development of creative student products, and concept development and learning. The second section incorporates these techniques into a chapter on each core content area: language arts, mathematics, science, and social studies. The third section focuses on the roles of teachers, program coordinators, and administrators during curriculum design: selecting resources and materials, making appropriate instructional choices, and assessing student learning. (From book cover).

Shavinina, L. (Ed.). (2009). International Handbook on Giftedness. Amsterdam: Springer Science and Business Media.

This handbook presents a panoramic view of the field of giftedness. It offers a comprehensive and authoritative account on what giftedness is, how it is measured, how it is developed, and how it affects individuals, societies, and the world as a whole. It examines in detail recent advances in gifted education. The handbook also presents the latest advances in the fast-developing areas of giftedness research and practice, such as gifted education and policy implications. In addition, coverage provides fresh ideas, from entrepreneurial giftedness to business talent, which will help galvanize and guide the study of giftedness for the next decade.

Johnsen, S. K., VanTassel-Baska, J., & Robinson, A. (2008). Using the national gifted education standards for university teacher preparation programs. Thousand Oaks, CA: Corwin Press.

This guidebook helps university personnel design or revise teacher preparation courses in gifted education to align with the new standards required by NCATE for program accreditation.

Kitano, M., Montgomery, D., VanTassel-Baska, J., & Johnsen, S. K. (2008). Using the national gifted education standards for PreK-12 professional development. Thousand Oaks, CA: Corwin Press.

This volume outlines how to use the NCATE-approved gifted education standards to determine professional development objectives for teachers and design and assess inservice training programs.

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

This book provides concise, up-to-date, research-based advice to educators, administrators, and parents of gifted and talented youth. The 29 practices included in this volume are the result of an extensive examination of educational research on what works with talented youth. The interest in culturally diverse and low-income learners, the means to identify talents, and the need for curriculum that appropriately challenges high-ability youth constitute just a few of the 29 practices.

Each practice is organized into a chapter containing two sections: What We Know and What We Can Do. The first section briefly describes the practice and summarizes the research. The second section suggests what course of action a parent, teacher or administrator might take at home, in the classroom, or at school.

VanTassel-Baska, J. (2005). Acceleration strategies for teaching gifted learners. Waco, TX: Prufrock Press.

Acceleration, or the idea that gifted students should be allowed to move more quickly through a subject area, is a practice supported by a wide body of research. However, it can be a challenge to implement. This book focuses on multiple strategies for accelerating gifted children in any school setting.In this concise introduction to the topic, Dr. VanTassel-Baska offers many teacher-friendly ways in which acceleration can be  employed in classrooms at all levels and in all subject areas. The author offers specific strategies for identifying candidates for acceleration, programmatic approaches to employ, and teacher strategies to use for content acceleration in the classroom.This is one of the books in Prufrock Press' popular Practical Strategies Series in Gifted Education. This series offers a unique collection of tightly focuses books that provide a concise, practical introduction to important topics concerning the education of gifted children. The guides offer a perfect beginner's introduction to key information about gifted and talented education. (From book cover).

VanTassel-Baska, J., & Stambaught, T. (2005). Comprehensive curriculum for gifted learners (3rd ed.). Boston: Allyn & Bacon.

Comprehensive Curriculum for Gifted Learners provides a theoretical, research-based framework and practical ideas for writing, implementing, and adapting curriculum for gifted learners in a standards-based era.Readers are first introduced to various curriculum theories, the Integrated Curriculum Model, curriculum reform, and a process for curriculum design and development, culminating in examples of key curriculum products.Specific core subject areas and non-core subject areas (including thinking skills, creativity, leadership and the arts) are addressed with the practical examples and connections to standards with adaptations for gifted learners. At-risk populations, connections to technology, interdisciplinary approaches, assessment options, and instructional and classroom management strategies are also emphasized and discussed in detail.

Colangelo, N., Assouline, S. G., & Gross, M. U. M. (2004). A nation deceived: How schools hold back America's brightest students. Iowa City, IA: Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development, University of Iowa.

Some of America's brightest gifted students are held back and left behind, according to The Templeton National Report on Acceleration. This easy-to-read, user-friendly report explains why many schools, parents and teachers have not yet come to terms with acceleration - despite overwhelming evidence in its favor. Teachers and parents are presented information on early-entrance, grade skipping, the AP program and early college.

Colangelo, N. & Davis, G. A. (2002). Handbook of gifted education (3rd edition). Boston: Allyn & Bacon.

Written by well-known scholars in the field, Handbook of Gifted Education is the most complete book in the field of gifted education and contains an excellent balance of research and practical applications. This book includes topics such as high-risk gifted learners, the development of social skills in gifted learners, the science and politics of intelligence, creativity; thinking skills, exceptional spatial abilities, theory and conceptions of creativity, transforming gifts into talents, gifted education in rural schools, and technology in gifted education.

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.

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

The well-known president of Bard College and musical director of the American Symphony Orchestra challenges the current idea that higher education is in decline and shows how to inspire a love of learning in American's youth.

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.

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

This resource is the first comprehensive guid to the innovative practices of accelerated schools. It summarizes the lessons learned by the project staff and the family of over 300 accelerated schools working together during a seven-year period. It is designed to be used by a wide variety of participants for training, discussion, and guidance in the move to transform schools nationwide. (From book cover).

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.

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."

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

The controversies surrounding the use of educational acceleration have remained unresolved throughout the past century. This book has been written to provide American practitioners with the information they need to make appropriate decisions.

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.