For detailed explanation of how to solve these problems, see the booklet, a copy of which is obtainable at most senior high schools in the U. The booklet also contains a complete practice SAT. American Association for Gifted Children On being gifted. New York: Walker.
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Alexander, P. The effects of early entrance on subsequent social and academic, development. Journal for the Education of the Gifted , 3, Clements, M. Terence Tao. Educational Studies in Mathematics. Daurio, S. Educational enrichment versus acceleration; A review of the literature. George, S. Stanley, Eds. Educating the gifted: Acceleration and enrichment pp. Baltimore: Johns Hophins University Press.
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Feldhusen, J. Eclecticism: A comprehensive approach to education of the gifted. Benbow and J. Stanley Eds , Academic precocity: aspects of its development pp. Baltimore: Johns Hopkins University Press. Gallagher, J. Teaching the gifted child 2nd ed. Boston: Allyn and Bacon. Goertzel, V. Cradles of eminence. Boston: Little, Brown.
Goldberg, M. Issues in the education of gifted and talented children in Australia and the United States. Canberra: Australian Commonwealth Schools Commission.
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Autobiography of John Stuart Mill. New York; Columbia University Press. Montour, K. William James Sidis, the broken twig. American Psychologist, 32 4 , pp. Packe, M. The Life of John Stuart Mill. New York: MacMillan. Pollins, L. The effects of acceleration on the social and emotional development of gifted students. Reynolds, M. A review of research on early admissions. Reynolds Ed. Robinson, H.
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Salzer, R. Early reading and giftedness: Some observations and questions. Gifted Child Quarterly, 28 2 , 95 Stanley, J. Stern, A. The making of a genius.
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My recollections. Van Tassel-Baska, J. Appropriate curriculum for the gifted. Feldhusen Ed. Denver: Love. Weiner, N. Cambridge: Massachusetts Institute of Technology Press. Witty, P. A genetic study of fifty gifted children.
andiapaymo.ml In Intelligence; Its nature and nurture. Chicago: University of Chicago Press. Worcester, D. The education of children of above average mentality. Lincoln: University of Nebraska Press. This article is provided as a service of the Davidson Institute for Talent Development, a c 3 nonprofit dedicated to supporting profoundly gifted young people 18 and under. The appearance of any information in the Davidson Institute's Database does not imply an endorsement by, or any affiliation with, the Davidson Institute. All information presented is for informational purposes only and is solely the opinion of and the responsibility of the author.
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Living on Campus Activities. Search Database. Radical Acceleration in Australia: Terence Tao This article is a profile of the nurturing and development of Terence Tao, a profoundly gifted young mathematician, chronicles his schooling and highlights the uniqueness of his educational needs. It also highlights valuable insights from his parents on raising a profoundly gifted child.
Also included in this profile are observations and comments about Terence from Dr. Julian Stanley, John F. Feldhusen, and A. Harry Passow.
Billy Tao, a pediatrician, feels that in Terry's case the absence of a formalized structure may have been an advantage rather than a hindrance: My wife and I have been fortunate in having been able to work very closely, first with the principals and staffs of Terry's primary and secondary schools and later with the faculty of Flinder University, to design a highly individualized program which has been tied in to Terry's levels of ability in all subject areas, not only in maths and the sciences but also in the humanities.
If South Australia had already had well established gifted programs, Terry might have been drawn into a less flexible system, quite different from what has actually eventuated B. The Taos believe they learned several important lessons from this early experience: Firstly we realized that no matter how advanced a child's intellectual development, he is not ready for formal schooling until he has reached a certain level of maturity, and it is folly to try to expose him to this type of education before he has reached that stage.
This experience has made us monitor Terry's educational progress very carefully. Certainly, he has been radically accelerated, but we have been careful to ensure, at each stage, that he is both ready and eager to move on, and that we are not exposing him to social experiences which could be harmful. I have noticed that books on gifted education have not emphasized this in a prominent way. For myself, I found it beneficial to learn about other parents' ups and downs both in parenting and schooling of their gifted children.