Homeschooling/Unschooling in Gifted Education

This chapter discusses the lived experiences of one parent of a profoundly gifted student. Parental perceptions of gifted programming in the public school system, parental reasons for leaving the public school system, and the alternative schooling designs of homeschooling and unschooling are discussed. Further discussed is the parental perception of the general lack of knowledge teacher educators possess in regards to highly, exceptionally, and profoundly gifted students. Parent recognition and discussion of the incompatibility between the traditional schooling system and their child's personal characteristics is a main theme. Parental design of new educational experiences to meet the unique needs of their individual child is shared. Insights into the alternative education practices of homeschooling and unschooling for highly and profoundly gifted students, as well as one parent's perspective of the current school system, are shared with teacher education faculty preparing new teachers to work with gifted students.

Design and Development of an Instructional Program for Teaching Programming Processes to Gifted Students Using Scratch

This chapter examines practical applications of an educational program designed to teach Turkish gifted second, third, and fourth grade students programming using Scratch, an online programming website (https://scratch.mit.edu). This qualitative research study was conducted with gifted identified students in an elementary school in Ankara's Altındağ district. Qualitative data collection methods were used. The study found program strengths included practical orientation, student independence, student free expression, computer literacy, and interdisciplinary connections. Additionally, providing a variety of tools and equipment, using Scratch, having a course web site, and on-line resource sharing were also seen as strengths by the participants. Perceived weaknesses were technical difficulties, the limited number of course hours, some of Scratch's negative features, inadequate help at particular points, and negative situations caused by gender and grade level differences. Results indicate preliminary knowledge of participant computer literacy as important to programming success.

Students' Attitudes Toward Education of Gifted Children and Competencies as Future Teachers

An important prerequisite for organizing a quality educational system for gifted children is well-trained teachers. In this chapter, the development of teacher competencies in gifted, through preservice teacher education coursework at the undergraduate level, is explored. Attitudes toward gifted children and their education are examined from the perspective of students enrolled at the Faculty of Teacher Education in Rijeka, Croatia. Pre-service teacher education students in both the early and preschool education program and the primary school education program were included in the research. Attitudes toward the course “Education of Gifted Children” were examined. Finally, attitudes about gifted children and their education by preservice teachers who had taken the “Education of Gifted Children” course were compared to the attitudes of those preservice teachers who had not taken the course. Results are discussed within the frame of the teachers' required competencies, attitudes, and study program modifications.

Certification and Endorsement in Gifted and Talented Education

Although endorsement and certification in gifted was a prevalent topic in the 1970s and 1980s, certification and endorsement needs for gifted and talented education (GATE) teachers has not been discussed extensively in the recent literature. This chapter provides an updated look at endorsement and certification through a review of teacher, parent, student, school counselor, and mental health professional perceptions regarding training needs in gifted education. Thematically, identification and characteristics of the gifted, differentiation for gifted learners, and the social and emotional needs of the gifted are discussed, and recommendations are made regarding pre-service coursework.

Homeschooling Gifted Students

The homeschooling movement has grown consistently over the past 50 years and is now a viable option for gifted children as well, particularly when traditional schools fail to meet their unique needs. As the educational option offering the greatest flexibility, homeschooling can hold great promise to assist the optimal development of both gifted and twice exceptional children. The purpose of this chapter is to highlight major trends in homeschooling practice for families with gifted children, as well as to focus attention on the need for further research into the topic of homeschooling and giftedness. Ways in which homeschooling can provide a fit for gifted and twice exceptional children, resources utilized by parents in meeting their children's needs, and challenges parents face as they direct their children's education are considered. The importance of flexibility in approach and curriculum, as well as utilizing outside resources, is emphasized.

Underrepresentation of Black Children in Gifted Education Programs

The purpose of this chapter is to discuss ethnocentric monoculturalism and how it contributes to the underrepresentation of Black children in gifted education programs. Ethnocentric monocultural bias is pervasive in all systems. Because it is so pervasive, it often operates outside of our conscious awareness. The authors specifically address it in the gifted education arena. They also offer recommendations for teachers and school counselors seeking to change the narrative about Black children in gifted education programs.

Technology for Gifted Students in Mixed-Ability Classrooms

This chapter focuses on technology toolsets for the secondary classroom—with an additional focus on accelerative options for gifted and talented education (GATE) students. It identifies top instructional practices being used by various online resources. It attempts to generalize the current types of educators and gives input on professional development for new educators' integration of technology in the classroom. It is relevant for professors of teacher education, elementary and secondary educators in any setting of education including, online, hybrid, blended, and traditional classrooms. It informs school district administrators, pre-service teacher support providers, and developers of online educational platforms.

Differentiated Instruction for Gifted and Talented Students

For decades, teachers, parents, and policymakers have dealt with the question of how to provide quality education for gifted and talented students. Even with increased emphasis and attention along with many diverse programs, the effectiveness of education programs for gifted and talented students have been unproductive and sometimes even wasteful. This chapter seeks to explain the reasons why those programs have been ineffective and provides a set of instructional strategies to educate gifted and talented students effectively based on Price and Nelson's (2007) educational framework, diversity responsive education model, where they suggest a three-component framework: 1) what to teach; 2) how to teach; and 3) the context for teaching and learning.