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Reaching New Horizons: Gifted and Talented Education for Culturally and Linguistically Diverse Students
Synopses & Reviews
This user-friendly text offers a comprehensive overview at the interface between bilingual/multicultural/ESL education and gifted education. Reaching New Horizons is the first book of its kind. Written by nationally recognized and award-winning leaders in both gifted and bilingual education, the authors have collaborated to create a book that bridges research and practice and has far-reaching implications for educators at all levels as culturally and linguistically diverse students continue to impact public education. The book includes chapters on program delivery models (Ch. 6), bilingualism (Ch. 3), and identification and assessment (Ch. 5)-all topics that have come into the forefront of issues faced by bilingual and gifted education teachers of grades K-12. For educators in bilingual and ESL studies, as well as special educators.
Table of Contents
Each Chapter ends with a "Summary" Section.
SECTION 1. CONTEXTUALIZING THE INTERSECT OF CULTURAL AND LINGUISTIC DIVERSITY, GIFTEDNESS, AND TALENT DEVELOPMENT.
1. Framing a Historical Context for the Education of Culturally and Linguistically Diverse Students with Gifted Potential by Dr. Eva Díaz.
1850s-1900. A New Sprung America.
Socioeconomic and Political Context.
1900-1950s. National Identity and Historic War Conflicts.
Socioeconomic and Political Context.
1960s-1990. Love Me...Love Me Not and Social Justice.
Socioeconomic and Political Context.
2. Framing a Contemporary Context for the Education of Culturally and Linguistically Diverse Students with Gifted Potential: 1990s to the Present by Dr. Eva Díaz.
1990s to the Present: Economic Recovery, Social Distress, and Educational Reform.
The Intersect of Bilingual and Gifted Education.
SECTION 2. CONCEPTUALIZING ADVANCED COGNITIVE DEVELOPMENT, CREATIVITY, AND BILINGUALISM.
3. Advanced Cognitive Development and Bilingualism: Dr. Virginia Gonzalez.
Methodological Flaws and Suggestions for Measuring.
First and Second Language Proficiency, Language.
Dominance, and Literacy in Minority Children.
Overview of Major Methodological Designs.
Methodological Problems Present in Measuring Advanced.
Cognitive Development, First and Second Language.
Proficiency, and Language Dominance in Bilinguals.
Within Subjects Designs Comparing Low Versus High Second.
Language Proficiency Levels in Bilinguals.
Methodological Problems Present in Measuring SES Factors in Minority Children.
Recommendations for Researchers for Validly Measuring SES, Financial, Human, and Social Capital Measures of SES Factors in Minority Children.
4. Voice and Validation. Creativity and Bilingualism by Dr. Jo Ann Robisheaux & Dr. Mary M. Banbury.
Definitions of Creativity.
The Synergism of Bilingualism and Creativity.
Creative Models and Strategies.
SECTION 3. IDENTIFYING AND NURTURING GIFTED POTENTIAL AND BILINGUALISM.
5. Renavigating the Waters. The Identification and Assessment of Culturally and Linguistically Diverse Students for Gifted Education by Dr. Jaime A. Castellano.
A Brief Look at the History of Assessment of Culturally and Linguistically Diverse Students. The Past 100 Years.
Exclusionary Practices in the Identification of Culturally and Linguistically Diverse Students for Gifted Education.
Balancing the Playing Field.
Survey on Identification and Instructional Practices.
Assessment and Other Strategies for Consideration. Inclusionary Practices.
Where Do We Go From Here?
6. Gifted Education Program Options: Connections to English Language Learners by Dr. Jaime A. Castellano.
Instructional Models Used With G/T English Language Learners. One Survey's Snapshot.
Programs and Services for Gifted and Talented Students.
Gifted Education Program Options.
Part-time Temporary Programs.
Full-time Homogeneous/Heterogeneous Groupings.
Other Program Options.
Why Programs Are Not Being Considered.
The Gifted Program. Planning Considerations.
7. Addressing the Curriculum, Instruction, and Assessment Needs of the Gifted Bilingual/Bicultural Student by Dr. A. Jim Granada.
Curriculum, Instruction, and Assessment.
General Considerations. Curriculum for the Gifted.
General Considerations. Instruction for the Bilingual/Bicultural.
General Considerations. Assessment of the Bilingual/Bicultural.
8. The Intersection of Language, High Potential, And Culture in Gifted ESOL Students by Dr. Jo Ann Robisheaux.
Stages of Language Acquisition.
Students With High Potential.
9. The Schoolwide Enrichment Model: Promoting Diversity and Excellence in Gifted Education by Dr. Valentina I. Kloosterman.
Strengthen Opportunities for Bilingualism and Talent Development.
Expression of Diversity in Programs for the Gifted.
The Schoolwide Enrichment Model for Culturally and Linguistically Diverse Students.
The Schoolwide Enrichment Model. Its Components and the School Structure.
Promoting the Expression of Talents in a Schoolwide Two-way Bilingual Enrichment Program.
A Promising Future for Gifted Culturally and Linguistically Diverse Students.
10. Portraits of Success. Programs That Work by Ms. Nilda Aguirre & Dr. Norma E. Hernandez.
Project GOTCHA. An Academic Excellence Program.
Project EXCEL. San Diego City Schools.
Gifted Education in the Milwaukee Public Schools.
11. Programming for the Identification of Young English Language Learners by Dr. Rosa Isela Perez.
Project History and Description.
Student Readiness Component.
Teacher Professional Development Component.
Parent Involvement Component.
SECTION 4. STRENGTHENING TEACHER PREPARATION AND PARENT INVOLVEMENT.
12. Recruiting Teachers for Bilingual Gifted and Talented Programs by Dr. Ernesto Bernal.
Approaches to the Recruitment of Bilingual Teachers.
The Preparation of Bilingual Teachers for a Gifted Bilingual Program.
Models of Teacher Preparation for a Bilingual G/T Program.
Teacher Retention in the Bilingual G/T Program.
13. A Parent/Family Involvement Model to Serve Gifted Hispanic English Language Learners in Urban Public School Settings by Dr. Rosina M. Gallagher.
The Administrative Structure.
The Magnet Center Model.
Identification and Selection Model.
Establishing a Parent Model.
Planning the Summer Orientation.
Purpose and Goals.
Parent Workshop Schedule.
The C-L (Counseling-Learning) Theory and CLL Model.
Establishing the Community Language Learning (CLL) Groups.
Typical C-L/CLL Cycle.
Description of the Typical C-L/CLL Cycle.
SECTION 5. LIVING VISIONS. LEARNING FROM AND INFORMING EDUCATIONAL RESEARCH AND POLICY.
14. Educational Policy and Gifted/Talented Linguistically Diverse Students by Dr. Beverly J. Irby & Dr. Rafael Lara-Alecio.
State Policy Issues.
Gifted Education Policies and Special Populations.
Mandated Gifted Education Policy and Program Stability.
Gifted Education Policy and its Contextual Nature.
Gifted Education Policies and Existing Needs.
Gifted Education Policies and Implications Related to Lack of Clarity.
Recommendations for Policy Initiatives for the Linguistically Diverse Gifted Students.
15. Research Directions for Bilingual Gifted Education by Dr. Jaime H. Garcia.
Gifted Bilingual Education.
Conceptions of Giftedness and the Bilingual Student.
Research on Identification of Bilingual Gifted Students.
Research on Programming and Curriculum for Bilingual Gifted Students.
Research on Evaluation of Bilingual Gifted Programs.
Afterword by Dr. Eva Díaz.
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