Dixon, F. A., & Moon, S. M. (Eds.). (2006). The Handbook of Secondary Gifted Education.

Dixon, F. A., & Moon, S. M. (Eds.). (2006). The Handbook of Secondary Gifted Education. Waco, TX: Prufrock Press (688 pp., $79.95 pb, ISBN: 1-59363-178-2).

The Handbook of Secondary Gifted Education is a comprehensive volume that covers an extensive range of issues pertaining to gifted adolescents. This 688 page text, geared primarily for educators, is a collaborative effort with contributions from some of the most highly respected names in the field of gifted education. Editors Felicia Dixon and Sidney Moon incorporate their own acquired expertise in working with secondary-level gifted learners.

The book consists of four parts, organized into 25 chapters. Each part begins with an overview by either Dixon or Moon, followed by a series of chapters on targeted areas that are thematically connected. Chapters are written by different writers and researchers, most of whom have demonstrated their knowledge of specific gifted-related issues widely in the past, and who reiterate and build upon these understandings here. References accompany each chapter.

Part I is entitled "On Being Gifted and Adolescent." The overview introduces the reader to the adolescent period of development, and describes diverse topics relating to characteristics, needs, and individual differences, all of which are discussed over the course of the book. The first chapter is both a foundational framework and a theoretical examination as the editors examine the work of Renzulli, Gagne, Feldhusen, and Sternberg. The discussion is primarily on evolving conceptions of giftedness--describing various models, the way individual difference variables factor into educational processes, and what educators can and should do to facilitate the developmental needs of gifted learners. The editors then present a synthesis of the material in the form of a holistic framework comprised of cognitive, personal, and social components; in effect, a guide for use by secondary schools in developing gifted-level programming. The other chapters in this section look at individual differences among gifted adolescents in relation to identity development; variability of career pathways; social-emotional considerations; gender; issues pertaining to race, culture, and ethnicity; and motivation. Chapter 6, on twice-exceptional learners, is especially compelling in that it describes what it is like to be gifted and learning disabled. Sara Renzulli's story, detailing her experiences over the years, is frank and informative. It illustrates the kinds of challenges many gifted/LD students confront in school and beyond, but with an encouraging emphasis on support and success.

The focus of Part H is "Talent Development." Various authors address a number of pertinent topics including domain-specificity in academic areas, and the development of talent in social capacities, visual arts, and athletics. It is unfortunate that music and performing arts are not given consideration in this part of the text because they are two vital modes of expression. Of particular interest, however, is the discussion within Chapter 10 on personal talent--what it is, how it is assessed, and facilitators and inhibitors. The strength of Part II is that it enables secondary teachers to understand the talent development process, and how to help their students develop competence and expertise.

Part III, "What Schools Can Do" is about how to best serve the needs and interests of gifted adolescents. Consistent with earlier sections, the discussion revolves around the unique qualities of this target population, setting the context for an extensive address of curricular issues. The importance of having and sustaining a critical thinking emphasis is highlighted throughout Chapter 12, wherein the author describes several practical strategies for classroom application, and explains how and why critical thinking aligns with gifted education and should pervade curriculum. Adolescents' need for creative expression is examined in Chapter 13, and interesting instructional strategies and means for cultivating creativity are described in considerable detail.

Subsequent chapters in Part III take a subject by subject approach to operationalizing programming, with ideas for challenging, inspiring, and engaging secondary students in English, social studies and history, science, and mathematics. There are descriptions of inquiry-based and problem-based learning, differentiation processes, constructivist methods, open-ended learning experiences, and independent study. Joyce Van Tassel-Baska pays heed to the affective curriculum in Chapter 18, a strong chapter devoted to emotional intelligence. She presents a framework that addresses perception, appraisal, and expression of emotion in varying contexts, as well as the facilitation of thinking, and the application and regulation of emotion. Sample lesson designs use the well-documented Integrated Curriculum Model (ICM) as a framework for building an affective curriculum for gifted adolescents. The ICM's three integrated dimensions of curriculum (advanced content, higher order thinking and problem solving skills, and a focus on abstract concepts and real world complexities) are introduced, thereby encouraging the reader to investigate this model further.

The remaining chapters in Part III deal with program models and evaluation--including brief descriptions of models of acceleration, enrichment, and further mention of the ICM; various types of extracurricular activities; and special schools for gifted and talented students. The attention given these many and varied service provisions represents a strength, reinforcing the fact that this book is not just about gifted adolescents, but is also very much about the sensible, doable, and widely varying learning options designed to meet their academic and other diverse needs.

Part IV, "What Teacher Education Can Do," is an examination of professional development initiatives for teachers and administrators. Educators who are positioned to guide, instruct, challenge, and support gifted adolescents in secondary schools can benefit greatly from the teacher training and professional growth opportunities described here. It is no secret that more attention must be paid to heightening awareness about gifted related issues and, to its credit, this book does just that. There is a chapter on effective teachers (characteristics, best practices, research, and recommendations), and one on teacher preparation programs, including discussion on licensure, instructional planning, standards, and resources. More information on the nature and benefits of collaborative efforts and the value of consultation would be welcome here. Components of professional development are described in Chapter 24, with an emphasis on purposes and goals, a determination of participants' needs, planning and involvement considerations, and assorted topics for address. The authors present professional development models, methods, formats, techniques, and follow-up procedures in such a way that one cannot help but appreciate the viability and importance of appropriate, purposeful, and ongoing education of educators. The final chapter in the book is both for and about superintendents, principals, and counselors, and this provides yet another valuable lens for readers seeking ways to enhance learning experiences for gifted adolescents in secondary schools.

The Handbook of Secondary Gifted Education differs significantly from other gifted education handbooks (for example, those edited by Colangelo and Davis [2003] and Davis and Rimm [2004]) by virtue of its focus on adolescent development, and its infusion of this thematic base into all matters discussed. Dixon and Moon have done a commendable job of tying the work together in organized, readable fashion. In subsequent printings, however, the editors might consider adding information on the following: ways to help teachers develop and model metacognitive capacities; suggestions for facilitating strong parent-teacher collaborative efforts and relationships; transition times--concerns, real-fife experiences, and teacher support mechanisms; technology as a means for active learning, and as an integral part of any educational vision and programming impetus. Because this is a handbook for use by teachers and teacher training institutions, a more extensive index would benefit educators who want to zero in on specific areas of interest. Targeted pruning of some index words (for example, "gifted" and "development") would also be useful.

The Handbook of Secondary Gifted Education covers an impressive range of topics and facilitates understanding of adolescent development, schooling, and gifted-related issues. It should be in every pedagogical library and, ideally, on every educator's bookshelf.

Reviewed by Joanne Foster, EdD. Joanne teaches Educational Psychology as well as Gifted Education at the Ontario Institute for Studies in Education of the University of Toronto, Canada, and is co-author of Being Smart about Gifted Children (2005). E-mail: [e-mail]