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  Perspectives in Gifted Education: Influences and Impacts of the Education Doctorate on Gifted Education

  Institute for the Development of Gifted Education, Ricks Center for Gifted Children, University of Denver; Norma L. Hafenstein; Jill Alexa Perry; Kristina A. Hesbol; Stephen H. Chou; Rachel Taylor; and Mary Albertoni

  Perspectives in Gifted Education is a monograph series published through the University of Denver, first by the Institute for the Development of Gifted Education and now, through the Office of the Daniel L. Ritchie Endowed Chair in Gifted Education. Volume 1 was focused on Young Gifted Children, Twice-Exceptional Children was the topic of Volume 2 and Complexities of Emotional Development, Spirituality and Hope, the topic of Volume 3. Volume 4 was organized around the issues of Diverse Gifted Learners and Creativity the focus on Volume 5. Now, this monograph, Volume 6, is centered on Influences and Impacts of the Education Doctorate on Gifted Education.

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  Greatest Potential, Greatest Need: Soaring Beyond Expectations

  Institute for the Development of Gifted Education, Ricks Center for Gifted Children, University of Denver; Norma Lu Hafenstein; Ellen Honeck; and Allison Tung

  As an introduction, this article provides context for consideration of a special population of gifted children, the highly gifted. Justification for specialized service for this population, recommendations regarding various content area applications, and rationales for these students' need to find a place of belonging are examined and discussed. Special considerations are given to the interactions between cognitive levels and affective intensities. The core materials for this volume originated with selected presentations from "Greatest Potential, Greatest Need: Soaring Beyond Expectations- a Conference on Highly Gifted Children" hosted by the Institute for the Development of Gifted Education, Morgridge College of Education, University of Denver, on October 7 and 8, 2009.

  Highly gifted children are as different from gifted children as gifted children are from typical learners. And, as a reflection of their difference from the norm, they are highly unique individuals as well. The concept underlying many of these articles is based on Annemarie Roeper's (1982) definition of giftedness: "Giftedness is a greater awareness, a greater sensitivity, and a greater ability to understand and transform perceptions into intellectual and emotional experiences" (as cited by Silverman, 2011, p. 20), and expanded upon by Linda Silverman: "The highly gifted have a different worldview" (p. 10). Recognition of these differences and subsequent needs is not only essential to serve this population, but also to create environments that allow them to thrive. Those of us working with these children have no greater opportunity to impact the future than to care for and cherish these unique individuals.

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  Perspectives in Gifted Education: Diverse Gifted Learners

  Institute for the Development of Gifted Education, Ricks Center for Gifted Children, University of Denver; Norma Hafenstein; and Jamie A. Castellano

  This is the fourth in a series of monographs published through the Institute for the Development of Gifted Education at the University of Denver. The first monograph contained different perspectives on the growth and development of young gifted children. The second monograph addressed the characteristics and needs of the twice-exceptional - those who are gifted and also have some type of disabling condition. The third monograph focused on the personality, spiritual, and character development of gifted children.

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  Perspectives in Gifted Education: Creativity

  Institute for the Development of Gifted Education, Ricks Center for Gifted Children, University of Denver; Norma Hafenstein; Kim Haines; and Bonnie Cramond

  This is the fifth in a series of monographs published through the Institute for the Development of Gifted Education at the University of Denver, and it has been graciously funded by the Lynde and Harry Bradley foundation. The first monograph contained different perspectives on the growth and development of young gifted children while the second addressed the characteristics and needs of the twice-exceptional - those who are gifted and also have some type of disabling condition. The third monograph focused on the personality and spiritual and character development of gifted children; the fourth explored giftedness in a variety of diverse, under-represented populations of learners.

  It is a pleasure to welcome Dr. Bonnie Cramond as guest editor for this issue. which is focused on aspects of creativity and the gifted learner. Dr. Cramond is currently a Professor in the Department of Educational Psychology and Instructional Technology at the University of Georgia and has formerly been director at the Torrance Center for Creativity and Talent Development. During her career she has worked as a classroom teacher and university professor and researcher, and she has assumed many leadership roles through membership on national boards, editorship of journals, presentations at conferences, and contributions to books, articles and monographs. Her efforts and leadership have furthered professional understanding of creative learners.

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  Perspectives in Gifted Education: Complexities of Emotional Development, Spirituality and Hope

  Institute for the Development of Gifted Education, Ricks Center for Gifted Children, University of Denver

  This is the third in a series of monographs funded by the Lynde and Harry Bradley Foundation through the Institute for the Development of Gifted Education at the University of Denver. The first monograph contained different perspectives on the growth and development of young gifted children. The second monograph addressed the characteristics and needs of the twice-exceptional: those who are gifted and have some type of disabling condition.

  This monograph is focused on the personality, spiritual and character development of gifted children, including the process of instilling hope and resilience in this special population. The authors explore the development of personality, spirituality and character of gifted children that advances our current understanding of this population. Strategies are presented to support and nurture the needs of this unique group of children.

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  Perspectives in Gifted Education: Twice-Exceptional Children

  Institute for the Development of Gifted Education, Ricks Center for Gifted Children, University of Denver; Norma Hafenstein; Frank Rainey; and Susan Baum

  This is the second in a series of monographs funded by the Lynde and Harry Bradley Foundation through the Institute for the Development of Gifted Education at the University of Denver. The first monograph contained different perspectives on the growth and development of young gifted children. This monograph addresses the characteristics and needs of twice-exceptional students. These are students who are both gifted and have some type of disabling condition. These students constitute a major group of underserved gifted children as their gifts often mask their disabilities, or their disabilities mask their gifts.

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  Perspectives in Gifted Education: Young Gifted Children

  Institute for the Development of Gifted Education, Ricks Center for Gifted Children, University of Denver; Norma Lou Hafenstein; Brooke Walker; Nancy B. Hertzog; and Nancy M. Robinson

  This is the first in a series of monographs, Perspectives in Gifted Education, funded by the Lynde and Harry Bradley Foundation through the Institute for the Development of Gifted Education at Ricks Center for Gifted Children at the University of Denver.

  In Perspectives in Gifted Education, we hope to provide information related to areas and groups not of traditional focus in the field. The population of young gifted children and the twice exceptional will be our topics for the first two issues respectively. We invite you to share in this beginning and encourage you to send us your comments, questions and suggestions.

  This particular volume of Perspectives in Gifted Education includes different perspectives on identification, characteristics and needs of young gifted children. Too little information has been available regarding this special group of learners. At a time when development is occurring more rapidly than any other time of life, these young children must be more understood in order to provide services directly related to their needs. Young gifted children bring unique joy.s and challenges to those around them. It is our hope that the articles contained in this volume will provide insight into this unique population.