{'fraction_non_alphanumeric': 0.023083623693379792, 'fraction_numerical': 0.004355400696864111, 'mean_word_length': 4.771356783919598, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Book Review: Growing up Gifted

This new book on the gifted is a refreshing addition to the field of giftedbalented education. The text is appropriate for educators and parents. The book is organized into two sections. The first focuses on describing the gifted and the second, on the gifted within school. Each chapter begins with an outline of the information contained within it and concludes with a study guide. The text begins with a useful assessment instrument. This book has distinct strengths which might help one decide whether it meets one’s criteria for purchase. One strength is that the book is written by a single author, which tends to give the book a more unified perspective than a collection of essays. The most noteworthy strength of the book is that it offers a definition within the context of a model of human development. Clark places “highly developed thinking” at the center of giftedness. She skillfully blends Jung’s model and Seagoe’s notions into a discussion of the characteristics, needs, and problems of gifted persons. This integrated model becomes the basis for describing curriculum objectives and teaching strategies. Much of this can be found in Chapter 6. A very good feature of this text is that specific teaching or intervention strategies tend to be found near the relevant theoretical discussions. This practice should be quite useful for teachers and parents. The book is liberally sprinkled with useful ideas. Chapters 6, 7, 8, 9 are particularly noteworthy. A list of resources is also provided. Two other chapters in the book should be noted. The chapter on creativity is thought provoking and gives a rounded picture of the area. The chapter entitled “Areas of Concern in Gifted Education” reviews data on labeling, underachievement, cultural difference, disadvantaged gifted, handicapped gifted, gifted females, and career education. These issues are reviewed succinctly. There is no effort to pad the limited data base in these areas. The case studies in this chapter are very good. Several other aspects of the text deserve special mention. The book is very optimistic about the development of giftedness. This optimism is coupled with a personalized orientation toward giftedness. In chapters 2, 3, 9, and 10 this is most evident. Finally, this