- Machine generated contents note: SECTION 1 Clearing Away Conceptual Fog in Thinking About Giftedness and Talent -- 1.Considering the Effects of Dogmatism on Giftedness and Talent Development / Bharath Sriraman -- 2.You Can't Teach an Old Dogmatist New Tricks: Dogmatism and Gifted Education / James H. Borland -- 3.Dogma and Definitions of Giftedness and Talent / Leonora M. Cohen -- 4.The Nature-Nurture Debate Regarding High Potential: Beyond Dichotomous Thinking / David Yun Dai -- 5.Overcorrecting: Spinning Out and Missing Many / Jean Sunde Peterson -- 6.Dogmatism, Policy, and Gifted Students / James J. Gallagher -- 7.Equity Issues and Multiculturalism in the Under-Representation of Black Students in Gifted Education: Dogmatism at its Worst / Donna Y. Ford -- SECTION 2 Shortsighted, Narrow-Minded Individuals and Dogmatism-Saturated Contexts: The Warping of Bright Minds -- 8.The Not-So-Invisible Hand of Economics and Its Impact on Conceptions and Manifestations of High Ability / Don Ambrose -- 9.Dogmatism and the Knowledge Industry: More Accurately Assessing the Work of Gifted Scholars / Bharath Sriraman -- 10.Motivated Dogmatism and the High-Ability Student / Tracy L. Cross -- 11.Facing Dogmatic Influences with Consciousness Work / Diane Montgomery -- 12.Dogmatic Influences Suppressing Discovery and Development of Giftedness and Talent in the Arabian Gulf and Middle Eastern Region / Don Ambrose -- SECTION 3 Combatting Narrow-Minded, Shortsighted Curriculum, Instruction, and Research -- 13.Curriculum and Dogmatism in Gifted Education / Joyce Van Tassel-Baska -- 14.Paralysis from Analysis: Arguing for a Break from Traditional High School English / Laurie R. Kash -- 15.Loosening Dogmatism by Using Disciplined Inquiry / Charles Rop -- SECTION 4 Concluding Thoughts: Patterns in the Analyses of Dogmatism and Giftedness -- 16.Dogmatism and Giftedness: Major Themes / Robert J. Sternberg.
- "This title looks at the dogmatism that limits the perspectives of professionals, policymakers, and other stakeholders in gifted education. In a field where concepts and definitions surrounding high ability have been contested for many years, there is increasing interest in clarifying these notions today. This book offers such clarity, searching outside of the predominant conceptual frameworks that dominate thinking about giftedness and talent, and examining ways in which this conceptual fog stunts and warps the development of gifted minds and limits the effectiveness of curriculum development and instruction. The book directly addresses the connection between dogmatism and high ability, exploring ways in which otherwise bright individuals can make unintelligent decisions.Each contributor in this edited collection connects educational theory with teaching practice, examining the impact of policies such as No Child Left Behind. The chapters also explore the ways in which economic, cultural, and academic contexts affect both the gifted mind and education of the highly able in America and the rest of the world, while making recommendations for positive changes that can be enacted within gifted education in the future"-- Provided by publisher.
"Concepts and definitions in the field of gifted education have been unsettled and contested for many years, and interest in clarifying notions of high ability has been growing. While discussions and arguments are ongoing, most of them don't go deep enough or range broadly enough to reveal the dogmatism that limits the perspectives of professionals, policymakers, and other stakeholders in gifted education. This book looks beyond the predominant conceptual frameworks that dominate thinking about giftedness and talent. Leading thinkers in the field of gifted education question fundamental assumptions about high ability and probe the larger contexts that influence gifted education. The first section of the book includes explorations of big-picture issues pertaining to fundamental assumptions about giftedness and talent. The second section addresses ways in which economic and academic contexts in today's globalized world can affect otherwise gifted minds. Section three explores the effects of these contextual influences on curriculum and instruction in the education of the highly able. Finally, a synthesis chapter analyzes patterns in the other contributions and makes recommendations for refinement of gifted education"-- Provided by publisher.
- 9780415894463 (hardback)
- Bibliography Note:
- Includes bibliographical references and index.
- Source of Acquisition:
- UP-PAT copy: Purchased with funds from the Donald, Arlene, Matthew, and Christopher, and Mary Mai Berchtold Libraries Endowment for Students with and Studies of Learning Disabilities; 2011.
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