A Nation Deceived: How Schools Hold Back America's Brightest Students, Volume II

Provides a comprehensive review of research on the academic acceleration of gifted students

A Nation Deceived: How Schools Hold Back America's Brightest Students, Volume I

Identifies twelve main reasons why schools have held back students. Includes examples of effective acceleration practice, attests to the cost effectiveness of acceleration, and provides specific ideas for promoting accelerative practices

Teachers' Negative Affect Towards Academically Gifted Students: An Evolutionary Psychological Study

A frequent reason for teachers not making special provisions for a gifted child is that the child is "not fitting in socially." The conjecture that a psychological source of such negative affect has evolved along with human language was tested with a large sample (N = 377) of teachers in England, Scotland, and Australia who were undertaking continuing professional development (CPD) in gifted education. Quantitative indicators of teachers' subconscious feelings toward gifted children were measured using a five-dimensional semantic instrument. Oblique factor analysis produced a three-factor structure, namely, general characteristics of gifted children including high cognitive abilities, social misfits, and antisocial leaders. Teachers' negative affect toward gifted children concerns the potential use of high intelligence toward social noncompliance. The factor scores for teachers completing the CPD programs were lower for the noncompliance factors and higher for the general factor compared with scores of teachers commencing the programs