Skip to main content
SpringerLink
Log in

Gifted Education: Best Practices and Methods for Educating Gifted Youth from a Christian Perspective

  • Chapter
  • First Online:
The Pedagogy of Shalom

  • 481 Accesses

Abstract

Gifted and Talented Education (GATE) is a topic in which the research is very specified. Experts in gifted education are often close knit and the field is small and insular. Research on GATE from a Christian perspective is limited, and in order to remedy this gap in the literature, this chapter discusses gifted education through a Christian lens. Gifted identification praxis ; gifted differentiation ; and the social and emotional needs of gifted students are each examined. The author further explores the inquiry theme discussed previously in the book, by answering the “how to” for meeting the needs of gifted students from a perspective of Shalom.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
eBook
USD 16.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Badley, K., & Dee, A. (2010). A biblical ethics for talented and gifted education. JE&CB, 14(2), 19–31.

    Google Scholar 

  • Berger, S. (1991). Differentiating curriculum for gifted students. ERIC clearinghouse on handicapped and gifted children, Reston VA.

    Google Scholar 

  • Bloom, B. (1988). Helping all children in elementary school and beyond. Principal, 67(4), 12–17.

    Google Scholar 

  • Bohnenberger, T., & Terry, A. (2008) Student voices, global echoes: Service learning and the gifted. Roeper Review, 30(1).

    Google Scholar 

  • Cannaday, J. (2010). Service learning as a means to supporting the affective needs of gifted youth. Teaching with Compassion, Competence, and Commitment, 3(2), 21.

    Google Scholar 

  • Costa, A. (2009). Habits of mind across the curriculum: Practical and creative strategies for teachers. Alexandria, VA: Association for Supervision and Curriculum Development.

    Google Scholar 

  • Daniels, S., & Piechowski, M. (2009). Living with intensity: Understanding the sensitivity, excitability, and emotional development of gifted children, adolescents, and adults. Scottsdale, AZ: Great Potential Press.

    Google Scholar 

  • Editorial Projects in Education Research Center. (2011, July 7). Issues A-Z: Achievement GAP. Education Week. Retrieved March 19, 2016 from http://www.edweek.org/ew/issues/achievement-gap/

  • Fiedler, E., Lange, R., & Winebrenner, S. (2002). In search of reality: Unraveling the myths about tracking, ability grouping, and the gifted. Roeper Review, 24(3), 108–111.

    Article  Google Scholar 

  • Ford, D. (2011). Closing the achievement gap: Gifted education must join the battle. Gifted Child Today, 34(1), 31–34.

    Article  Google Scholar 

  • Freire, P. (1997). Pedagogy of the oppressed. Revised 20th anniversary edition. New York: Continuum.

    Google Scholar 

  • Gredler, M. (2012). Understanding Vygotsky in the classroom: Is it too late? Educational Psychology Review, 24, 113–131.

    Article  Google Scholar 

  • Groenewold, H. J. (2000, December) Review of the book: The concept of equity in Calvin’s ethics, by G.H. Haas. Religious Studies in Theology, 19(2), 116–119.

    Google Scholar 

  • Hasker, W. (2001, October). Faith learning integration: An overview. Christian Scholars Review 1–10.

    Google Scholar 

  • Kyung-Won, J. (1992). Bibliotherapy for gifted children. Gifted Child Today, 15(6), 16–19.

    Google Scholar 

  • Lake V. E. (2004). Moral, ethical, and caring education for young children. In Early Child Development and Care (pp. 586–589). Champaign NY: Carfax Publishing.

    Google Scholar 

  • Lee, S.-Y., Olszewski-Kubilius, P., Donahue, R., & Weimholt, K. (2008). The effects of service-learning program on the development of civic attitudes and behaviors among academically talented adolescents Journal for the Education of the Gifted, 31(2), 165–201.

    Google Scholar 

  • Lockwood, P. (1998). Biblical perspectives on education for the gifted and talented. Lutheran Theological Journal, 32(3), 117–122.

    Google Scholar 

  • Marland, S. P., (1972). Education of the gifted and talented: A report to the Congress of the United States. U.S. Office of Education, Washington D.C., Government documents Y4.L 11/2: G36.

    Google Scholar 

  • Martin, M., & Martinez de Pison, R. (2005). From knowledge to wisdom: A new challenge to the educational milieu with implications for religious education. Religious Education, 100(2), 157.

    Google Scholar 

  • Merton, R. (1995). The Thomas theorum and the matthew effect. Social Forces, 74(2), 379–424.

    Article  Google Scholar 

  • Murphy, J. (2009, December). Closing achievement gaps: Lessons over the last fifteen years. Phi Delta Kappan. Online 1–5.

    Google Scholar 

  • National Research Center on Gifted and Talented. (2002, December). Giftedness and high school dropouts: Personal, family, and school related factors. University of Connecticut.

    Google Scholar 

  • Neihart, M., et al. (2001). The social and emotional development of gifted children: What do we know?. Waco, TX: Prufrock Press.

    Google Scholar 

  • Piper, J. (1971, March) The image of god: An approach from biblical and systematic theology. Studia Biblica Et Theologica. Retrieved March 31, 2016 from http://www.desiringgod.org/articles/the-image-of-god

  • Ravitzky, A. (2003, April) Shalom: Along with truth and justice, peace is among the most hallowed Jewish values. My Jewish Learning. Retrieved April 1, 16 from http://www.myjewishlearning.com/article/shalom/

  • Reis, S. M., & Renzulli, J. S. (2010). Is there still a need for gifted education? An Examination of current research. Learning and Individual Differences, 20(4), 308–317.

    Article  Google Scholar 

  • Silverman, L. (1994). The moral sensitivity of gifted children and the evolution of society. Roeper Review, 17(2), 110–116.

    Article  Google Scholar 

  • Tomlinson, C., et al. (2001). The parallel curriculum: A design to develop learner potential and challenge advanced learners (2nd ed.). Thousand Oaks, CA: National Association for Gifted Children, Sage.

    Google Scholar 

  • Vanderkam, L. (2008). Gifted exchange: Are 20 % of high school dropouts gifted? Davidson Institute for Talent Development. Retrieved from: http://giftedexchange.blogspot.com/2008/09/are-20-of-high-school-drop-outs-gifted.html

  • Van Tassel-Baska, J. (2000) The ongoing dilemma of effective identification practices in gifted education. The Communicator, 31 (College of William and Mary Center for Gifted Education).

    Google Scholar 

  • Van Tassel Baska, J., & Johnsen, Susan. (2007). Teacher education standards for the field of gifted education: A vision of coherence for personnel preparation in the 21st century. The Gifted Child Quarterly, 51(2), 182–205.

    Article  Google Scholar 

  • Webb, N. L. (1999). Alignment between standards and assessment. University of Wisconsin Center for Educational Research.

    Google Scholar 

  • Webb, J. T. (2012). Existential depression in gifted individuals. Great Potential Press. Retrieved from http://www.davidsongifted.org/db/Articles_id_10269.aspx

  • Walberg, H., & Tsai, S., (1983, Fall) Matthew effects in education. American Educational Research Journal, 20(3), 359–373.

    Google Scholar 

  • Winebrenner, S. (2012) The schoolwide cluster group method: A paradigm shift in the delivery of gifted education services. Excerpt and presentation from the cluster grouping handbook. Minneapolis, MN: Free Spirit Publishing Inc. Given at the California Association for the Gifted Annual Conference.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Azusa Pacific University, Azusa, CA, USA

    Jessica Cannaday

Authors
  1. Jessica Cannaday
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Jessica Cannaday .

Editor information

Editors and Affiliations

  1. Azusa Pacific University , Azusa, California, USA

    HeeKap Lee

  2. Azusa Pacific University , Azusa, California, USA

    Paul Kaak

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Springer Nature Singapore Pte Ltd.

About this chapter

Cite this chapter

Cannaday, J. (2017). Gifted Education: Best Practices and Methods for Educating Gifted Youth from a Christian Perspective. In: Lee, H., Kaak, P. (eds) The Pedagogy of Shalom. Springer, Singapore. https://doi.org/10.1007/978-981-10-2987-5_9

Download citation

  • DOI: https://doi.org/10.1007/978-981-10-2987-5_9

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-10-2986-8

  • Online ISBN: 978-981-10-2987-5

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation