The SAGE Handbook of Gifted and Talented Education

Contents
	List of Figures
	List of Tables
	Notes on the Editors and Contributors
	Preface
	Acknowledgements
	Introduction
Part I: Concepts of Giftedness and Identification: Social and Emotional Needs
	1: Is Gifted Education on the Right Path?
	2:Spiritual Intelligence: Developing Higher Consciousness
	3:Exchanging Giftedness for a Better Gift
	4:Tapping the Untapped – Untold Stories: Revisiting the Concept of Giftedness through the Mirror of Multi-Cultural India
	5:Honoring Differences: Improving the Representation of Culturally Different Gifted Students based on Equity
	6:Creativity and Genius
	7:Why Bother Being Different? The Role of Intrinsic Motivation in Creativity
	8:New Dynamic Approach to Measure Creativity: Implications for Identification and Education
	9:Profoundly Gifted: Outliers among the Outliers
	10:Eminence in Talented Women by Domain: Issues, Similarities and Differences Utilizing the Piirto Pyramid as a Theoretical Framework
	11:Accepting Exceptionality: Giftedness and ADHD
	12:Hidden Treasures: Twice Exceptional Students
	13:Serving and Honoring Gender Diversity in Education
	14:The Emotional Development of the Gifted and Talented
	15:Friendships of Gifted Children and Youth: Updated Insights and Understanding
	16:Parental Influence on Perfectionism among Chinese Gifted Children in Hong Kong
Part II:Educational Provision: Programs and Strategies
	17: Building Knowledge Bridges:Synthesising Early Yearsand Gifted EducationResearch and Practiceto Provide an OptimalStart for Young GiftedChildren
	18: Engineering the Schoolwide Enrichment Model: A Case Study of the Process of Change in Education
	19: TASC: Thinking Actively in a Social Context: A Universal Framework for Developing Thinking Skills and Problem-solving Across the Curriculum
	20: Real Engagement in Active Problem Solving: An International Collaboration
	21: Designing Dynamic Learning Spaces for Gifted Learners: Authentic, Augmented and Actualized Places and Placements
	22: How to Create and Sustain a Culture of Excellence that Benefits Highly Able Students to Enter Top Research Universities
	23: Meta-analysis of 26 Forms of Academic Acceleration: Options for Elementary (Primary) and Secondary Learners with Gifts or Talents
	24: What Works Better than the Rest? The Impact of Various Curricula Provisions for Gifted Learners
	25: Continuum of Differentiation
	26: The National Mentoring Program in Israel: A Model for Developing Leadership among Highly Gifted Students
	27: Capacities, Challenges and Curriculum for Australian Learners with Exceptional Potential for English-language Learning
	28: Career-life Counselling for the Gifted in Sub-Saharan Africa
	29: Recognizing, Developing and Offering Talents as Educational Gifts through Living Theory Research
Part III:Global Responses to Emerging G&T Provision: Defining the Future
	30: The Education of HighlyAble Children in England:Challenges and Achievements
	31: Creativity Competition for Gifted Students’ Communication and Self-Esteem Development
	32: Gifted Education in Brazil: Historical Background, Current Practices and Research Trends
	33: New Century Gifted Education in Mainland China
	34: Gifted Education in Asia: Vision and Capacity
	35:  Developments and Issues of Gifted Education in Taiwan
	36: Development of Gifted Education in Turkey
	37: Gifted Education in Europe
	38: Giftedness in a Context of 21st-Century Globalization
	39: The Creative Being and Being Creative: Human and Machine Neural Networks
	40: Gifted Education: The Future Awaits
Conclusion
Index