Running head: EDUCATING THE GIFTED

Educating the Gifted Minds an Annotated Bibliography

Rosa Gutirrez
Grand Canyon University: UNV-501
8/23/16

Educating the Gifted Minds

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Annotated Bibliography

Kaplan, S., & Hertzog, N. B. (2016). Pedagogy for early childhood gifted education. Gifted
Child Today, 39(3), 134-139. doi:10.1177/1076217516644637
Kaplan and Hertzogs featured article in Gifted Child Today draws readers attention to
shift their philosophy about early childhood gifted education (2016). The authors suggest that
moving the focus from the traditional standardized instruction, which presents the academic
standards to young children at an earlier age and at a faster rate, to an approach that is more firsthand investigation, which respects young childrens stages of development and models for kids
how to learn is critical to providing a quality early childhood gifted education (Kaplan &
Hertzog, 2016, p. 2). Experts advise education professionals to create teaching methods that are
focused on the students with developmentally appropriate play for young children (Kaplan &
Hertzog, 2016). The authors believe the focus in early childhood gifted education should not be
in detecting giftedness at an early age through testing and assumptions that giftedness is inherited
but rather in equipping teachers with the resources to identify the gifts and talents of students
through their teaching practices because giftedness manifests itself as potential and needs to be
stimulated (Kaplan & Hertzog, 2016, p. 2).
According to the Mastering Graduate Studies e-book, scholarly articles are written by
academic expertsin a particular subject area (Mailander & Shreve, 2014, p. 47). Kaplan holds
a doctorate degree in education and Hertzog holds a PhD and they are both professors at
universities and have been or are associated with educational organizations (2016). This article,
therefore, meets the definition of a scholarly article.
The authors offer valid research that supports transitioning from the current traditional
instructional approach to a more investigative approach for students (Kaplan & Hertzog, 2016).
This article would aid in research for improving teaching practices in early childhood gifted

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education and in advocating for change in the identification requirements of gifted and talented
students in early childhood.
Flores, C. (2013). Gifted children and reading. In E. Fletcher-Janzen, K. Vannest & C. Reynolds
(Eds.), Encyclopedia of special education: A reference for the education of children,
adolescents, and adults with disabilities and other exceptional individuals. Hoboken, NJ:
Wiley. Retrieved from https://lopes.idm.oclc.org/login?
url=http://search.credoreference.com/content/entry/wileyse/gifted_children_and_reading/
0
This short article highlights four foundational goals in reading programs offered to gifted
students including mechanics, appreciation of good writing, skills in literature and composition
devices, and analyzing and then applying written material (Flores, 2013). Experts suggest that
gifted students reading programs emphasize evaluation, analysis, research skills, rhetorical
techniques and independence compared to other students programs (Flores, 2013, para. 1). The
article reveals that the reading learning approach which is controlled by the students themselves
enhances the level of independence (Flores, 2013). Teaching rhetoric to gifted students involves
key topics, including analyzing texts, using examples of genres, and social-cultural-historical
context (Flores, 2013, para. 2). Researchers argue that genres that are well-selected as well as
non-fiction sources are significant to gifted students reading education (Flores, 2013). In order
for gifted students to appreciate good writing they must be exposed to it, and they must be given
the opportunity to respond to this good writing (Flores, 2013). Students parents and teachers can
make it easy for students to appreciate good writing by modeling the appreciation themselves
(Flores, 2013). Critical reading skills involves analyzing the written content and creative reading
skills involve applying the content (Flores, 2013).

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This article is a scientific knowledge source as described in Lecture 3 of the UNV-501

class at Grand Canyon University (GCU, n.d.), because the publishers online library website
says that the editors of the encyclopedia are renowned scholars and researchers in education
(www.wiley.com). This article was found in the Credo Reference database of the GCU Library
Website.
Flores (2013) critically and profoundly explored the four essential goals of gifted
students reading programs. She gave wisdom that can be valuable for research conducted
specifically on compiling ideas to improve curriculum and instructional teaching methods in the
literacy programs of schools.
Mogensen, A. (2011). The proficiency challenge: An action research program on teaching of
gifted math students in grades 1-9. Montana Mathematics Enthusiast, 8(1/2), 207-225.
A third article explained an action research project that was conducted over the course of
three years focusing on its design and outcome (Mogensen, 2011). The research was on teaching
math to students who were labeled gifted in elementary and middle schools and who were in
classes of diverse abilities (Mogensen, 2011). Over the course of the project, teaching ideas in
gifted math education were developed and put to the test (Mogensen, 2011). A progress report
was given to those involved in the research project by attending five scheduled meetings
throughout the year between teachers and the researcher (Mogensen, 2011). Feedback was also
requested and provided from teachers and students (Mogensen, 2011). The author briefly touched
base on the characteristics of gifted math students and some challenges they face both as students
and those challenges they pose for their teachers (Mogensen, 2011). The article proposes that the
challenges provided to gifted students in a diverse cultural environment benefits all students, not
just the gifted ones (Mogensen, 2011). In the end, the author makes several suggestions to
differentiate instruction for gifted students when teaching math (Mogensen, 2011).

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This source pulled up when conducting a search for peer-reviewed articles in the
databases of the GCU Library accessible online. Therefore, it is considered a scholarly source. It
also matches the definition of scientific knowledge according to the Lecture 3 note in the UNV501 GCU class (GCU, n.d.).
The research discussed in this article is valuable to further research, because the findings
can be applied to a new test group which can be monitored closely in search of new ideas.
School districts can also use the results of this research to influence the trainings they offer their
teachers of gifted education.

References
GCU. (n.d.). UNV-501 Lecture 3. Retrieved on 24 August 2016 from https://lcgrad2.gcu.edu/learningPlatform/user/users.html?
operation=loggedIn#/learningPlatform/loudBooks/loudbooks.html?
viewPage=past&operation=innerPage&currentTopicname=Conducting Graduate Level
Research&topicMaterialId=3740dcd1-79a3-4744-889c667a904dc69c&contentId=6f474da9-9649-4bec-893a-167b086ed289&
Mailander, N. & Shreve, D. (2014). Using the GCU library. In Mastering Graduate Studies (5).
Retrieved from http://gcumedia.com/digital-resources/grand-canyonuniversity/2014/mastering-graduate-studies_ebook_1e.php

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