The Journal of the World Council for Gifted and Talented Children

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References Arlozorov, M. (1.9.2010). Why are the Finnish teahers better? (Hebrew). Retrieved on 14 February 2011 from: http://www.themarker.com/tmc/article.jhtml?ElementId=skira20100901_1187387&log=true Arnon, S. & Reichel, N. (2011). Three profiles of teachers in the education student’s mirror: The ideal teacher, the teachers’ teacher and the students as a teacher. Dappim: Studies in Education, 40, 23-58 (Hebrew). Auguste, B., Kihn, P., & Miller, M. (September 2010). Closing the talent gap: Attracting and retaining top third graduates to a career in teaching. Retrieved on 28 October 2010 from: http://www.mckinsey.com/clientservice/Social_Sector/our_practices/Education/Knowledge_Highlights/~/m edia/Reports/SSO/Closing_the_Talent_Gap_September_2010.ashx Bain, S. K., Choate, S. M., & Bliss, S. L. (2006). Perceptions of developmental, social, and emotional issues in giftedness: Are they realistic? Roeper Review, 29(1), 41-48. Bain, S. K., Bliss, S. L., Choate, S. M., & Brown, K. S. (2007). Serving children who are gifted: Perceptions of undergraduates planning to become teachers. Journal for the Education of the Gifted, 30(4), 450-478. Barber, M. & Mourshed, M. (September 2007). How the world’s best-performing school systems come out on top. McKinsey & Company. Retrieved on 30 December 2010 from: http://www.mckinsey.com/App_Media/Reports/SSO/Worlds_School_Systems_Final.pdf Bégin, J., & Gagné, F. (1994a). Predictors of attitudes toward gifted education: A review of the literature and blueprints for future research. Journal for the Education of the Gifted, 17(2), 161-179. Bégin, J., & Gagné, F. (1994b). Predictors of a general attitude toward gifted education. Journal for the Education of the Gifted, 18(1), 74-86. Carrington, N. G., & Bailey, S. B. (2000). How do preservice teachers view gifted students? Evidence from a NSW study. Australasian Journal of Gifted Education, 9(1), 18-22. Blass, N. Romanov, D. (2010). On uniformity of the teachers’ pay and their position relative to other salaried workers. Taub Center for social policy studies in Israel. Policy paper No. 2010.13 (Hebrew). Retrieved on 7 February 2011 from: http://taubcenter.org.il/tauborgilwp/wp-content/uploads/Teacher-Salaries_2010.13.pdf Cramond, B., & Martin, C. E. (1987). Inservice and preservice teachers’ attitudes toward the academically brilliant. Gifted Child Quarterly, 31(1), 15-19. Dattel, L. (20/12/2010). The average grade of the math teachers: 76.7; 15% have failed the math training (Hebrew). Retrieved on 30 December 2010 from: http://www.themarker.com/tmc/article.jhtml?ElementId=ld20101220_52236333 David, H. (2005). The Enrichment Program for Talented and Creative children, the Chof Ashkelon Municipality: Closing the participation gender gap". The different aspects of the Israeli periphery: The 36 th conference of the Israeli Sociological Union Society. The Tel Chai College, 16 th -17 th February 2005. David, H. (2006). The Taibe enrichment program for gifted children: How is it different from similar programs in the Jewish sector? The 37 th conference of the Israeli Sociological Union Society: Sociology, Ethics and Politics, Bar Ilan University, Israel, 22 nd -23 rd February 2006. David, H. (2007a). The Enrichment Program for Talented and Creative children, the Chof Ashkelon Municipality: Description and Research. The Israeli Association for Giftedness. The Center for Educational Technology (CET), Tel Aviv, Israel, 20 th June, 2007. David. H. (2007b). Education in mixed- or single-sex classes? The case of re-structuring the state-religious "Morasha" school to suit the needs of the new students joining it after the disengagement from the Gaza Strip (Hebrew). Retrieved on 16 March 2011 from: http://www.hebpsy.net/articles.asp?id=1231 David, H. (2008). Who is the ideal teacher for the gifted? Does the gifted child need a gifted teacher? (Hebrew). Retrieved on 16 March 2011 from: http://www.hebpsy.net/articles.asp?id=1822 David, H. (in press). What is to be taught, how and when: Introduction to didactics in teaching gifted and talented students. David, H., & Wu, E. (2009). Understanding giftedness: A Chinese-Israeli casebook. Hong Kong: Pearson Education South Asia. Dovrat, S., et al. (2005). The National Task Force for the advancement of education in Israel. The national program: Each child deserves better (Hebrew). Submitted to the Israeli Prime Minister and the Israeli Ministry of Education. Retrieved on 16 March 2011 from: http://bioteach.snunit.k12.il/upload/.pdfs/dovrat.pdf Gallagher, J. J. (1976). Teaching the gifted child (2 nd Ed.). Boston, MA: Allyn & Bacon. Geake, J. G. & Gross, M. U. M. (2008). Teachers’ negative affect toward academically gifted students: An evolutionary psychological study. Gifted Child Quarterly, 52, 217-231. Goldberg, S. (1994). Thoughts about good teachers: The profile of the good teacher drown by philosophers and students. School of Education: Tel Aviv University (Hebrew). Khromchenko, Y. (2008). About a quarter of math teachers have failed the final training exam (Hebrew). Retrieved on 30 December 2010 from: http://www.haaretz.co.il/hasite/pages/ShArtPE.jhtml?itemNo=492591&contrassID=2&subContrassID=1&sb SubContrassID=0 Lee, S-Y, Cramond, B., & Lee, J. (2004). Korean teachers’ attitudes toward academic brilliance. Gifted Child Quarterly, 48(1), 42-53. Gifted and Talented International – 26(1), August, 2011; and 26(2), December, 2011. 79
The World Council for Gifted and Talented Children McCoach, D. B.; & Siegle, D. (2007). What predicts teachers’ attitudes toward the gifted? Gifted Child Quarterly, 51(3), 246-255. McKinsey & Company (September 2007). How the world’s best performing schools systems come out on top? Retrieved on 16 March 2011 from: http://www.kav-lahinuch.co.il/_Uploads/dbsAttachedFiles/Worlds_School_Systems_Final.pdf Milgram, R. M. (1979). Perception of teacher behavior in gifted and nongifted children. Journal of Educational Psychology, 71(1), 125-128. Milgram, R. M. (1999). Tel Aviv Activities and Accomplishments Inventory. Mills, C. J. (2003). Characteristics of effective teachers of gifted students: teacher background and personality styles of students. Gifted Child Quarterly, 47, 272-281. Shavinina, L. V. (2009) (Ed.), Scientific Talent: The Case of Nobel Laureates. In: International Handbook of giftedness (pp. 649-670). Amsterdam: Springer. Sifre (1550). Sifre: The two works of Midrash halakha [classical Jewish legal biblical Exegesis], based on the biblical books of Numbers and Deuteronomy (Hebrew). Retrieved on 16 March 2011 from the electronic version of the 1550 Venice edition: http://www.daat.ac.il/daat/vl/tohen.asp?id=146 Specialization of teachers of gifted students (2011). The Israeli Ministry of Education (2011). Retrieved on 16 March 2011 from: http://cms.education.gov.il/EducationCMS/Applications/Mankal/EtsMedorim/8/8-2/HodaotVmeyda/h- 2009-9-8-2-5.htm The Babylonian Talmud (1949 edition). Hebrew source: The München-Heidelberg Edition, United States Army. Translated in 1918 by Michael L. Rodkinson. Retrieved 16 Mach 2011 from: http://www.sacredtexts.com/jud/talmud.htm Tzidkiyahoo, S. (1975). The ideal teacher: Between teachers and students. Education, 47, 155-167 (Hebrew). Vidergor, H. E. (2010). Teachers of the gifted in Israel: Cognitive aspects of the training program. Ph.D. thesis, University of Haifa, Haifa, Israel (Hebrew). Vidergor, H. E., & Eilam, B. (2010). Curriculum transformation: The Israeli teacher certification in gifted education. Gifted and Talented International, 25(2), 29-51. About the Author Hanna David (née: Ehrenstein), Ph.D., was born in Jaffa in 1952 to a father immigrating to Israel from Vienna in 1938, and Hungarian mother, a survivor of Auschwitz. The second in a 4-child family she had insisted on starting nursery school at the age of 13 months, together with her 13-months older brother, and since then showed deep interest in public speaking, making friends and initiating social intercourses; somewhat later she started reading and has not stopped since. At age 15 years she became a youth-writer of "MA’ARIV LA’NOAR" – the youth edition of the then most published daily Israeli paper, which had led her to publishing of Hebrew and English short stories, and translating to Hebrew, mainly from German. At age 18 she graduated from the Ultra-Orthodox girls’ high-school in Ramat Gan and started her mathematics, physics, Hebrew literature and high-school teaching certificate studies at the Hebrew University in Jerusalem. In 1975 she received her MA from the Jewish Theological Seminary in New York, and soon afterward started her family. Hanna David received her Ph.D., "magna cum laude", in educational psychology (minors: didactics of mathematics and education) from Ludwig Maximilians Universität, München, She worked at the Tel Aviv University between 1976 and 2010. Dr. David’s interest in giftedness started when she was 11, with the birth of her brother who, like all males in the family, was gifted. While still in high school she became an expert of accelerated teaching for Ultra-Orthodox boys whose parents wanted them to get "secular" education in addition to the religious one they received in school. Teaching and counseling the gifted became Hanna’s recognized expertise in 1995, when she started teaching the course: "the gifted child in the regular classroom" at the Talpiyot Teachers’ College in Tel Aviv. Since then she has taught in 3 other high education institutions, and instructed many students in the field of gifted education. In the last 15 years, Dr. David has become a popular counselor for gifted students, with or without disabilities; a known expert of gifted education in Israel and abroad, an often invited lecturer in national and international conferences and meetings; an expert evaluator for the European commission, and a prolific writer of 10 books and over 100 articles. Address Dr. Hanna David, 48 Hakookiyya St., # 18, 75548, Rishon LeZiyyon, Israel. e-Mail: hannadav@post.tau.ac.il 80 Gifted and Talented International – 26(1), August, 2011; and 26(2), December, 2011.
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Book Reviews The World Council for
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Examining Opinions and Challenging
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Finally, many thanks go to Kevin La
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Name Full-time Gifted Class Gail* A
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Statistics The World Council for Gi
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