Gifted child quarterly

• 

  Año 2009, Vol. 53, Número 4. Dedicado a: Demythologizing Gifted Education

  • Guest Editorial

    Donald J. Treffinger

    págs. 229-232

    

  • Myths

    • Myth 1: The gifted and talented constitute one single homogeneous group and giftedness is a way of being that stays in the person over time and experiences

      Sally M. Reis, Joseph S. Renzulli

      págs. 233-235

      

    • Myth 2: The gifted constitute 3% to 5% of the population. Moreover, giftedness equals high IQ, which is a stable measure of aptitude: Spinal tap psychometrics in gifted education

      James H. Borland

      págs. 236-238

      

    • Myth 3: A family of identification myths: Your sample must be the same as the population. There is a "Silver Bullet" in identification. There must be "Winners" and "Losers" in identification and programming

      Carolyn M. Callahan

      págs. 239-241

      

    • Myth 4: A single test score or indicator tells us all we need to know about giftedness

      Frank C. Worrell

      págs. 242-244

      

    • Myth 5: Creativity is too difficult to measure

      Donald J. Treffinger

      págs. 245-247

      

    • Myth 6: Cosmetic use of multiple selection criteria

      Reva Friedman-Nimz

      págs. 248-250

      

    • Myth 7: Differentiation in the regular classroom is equivalent to gifted programs and is sufficient: Classroom teachers have the time, the skill, and the will to differentiate adequately

      Holly Hertberg-Davis

      págs. 251-253

      

    • Myth 8: The "Patch-On" approach to programming is effective

      págs. 254-256

      

    • Myth 8: The "Patch-On" approach to programming is effective

      Carol Ann Tomlinson

      págs. 254-256

      

    • Myth 9: There is a single curriculum for the gifted

      Sandra N. Kaplan

      págs. 257-258

      

    • Myth 10: Examining the ostrich: Gifted services do not cure a sick regular program

      Ann Robinson

      págs. 259-261

      

    • Myth 11: A comprehensive continuum of gifted education and talent development services: Discovering, developing, and enhancing young people's gifts and talents

      Marcia Gentry

      págs. 262-265

      

    • Myth 12: Gifted programs should stick out like a sore thumb

      Joyce Vantassel-Baska

      págs. 266-268

      

    • Myth 13: The regular classroom teacher can "Go It Alone"

      Dorothy Sisk

      págs. 269-271

      

    • Myth 14: Waiting for Santa Claus

      Cheryll M. Adams

      págs. 272-273

      

    • Myth 15: High-ability students don't face problems and challenges

      Sidney M. Moon

      págs. 274-276

      

    • Myth 16: High-stakes tests are synonymous with rigor and difficulty

      Tonya R. Moon

      págs. 277-279

      

    • Myth 17: Gifted and talented individuals do not have unique social and emotional needs

      Jean Sunde Peterson

      págs. 280-282

      

    • Myth 18: It is fair to teach all children the same way

      Carolyn R. Cooper

      págs. 283-285

      

    • Myth 19: Is advanced placement an adequate program for gifted students?

      Shelagh A. Gallagher

      págs. 286-288