The Roeper School: A Model for Holistic Development of High Ability -- TABLE OF CONTENTS -- ACKNOWLEDGEMENTS -- PART I: INTRODUCTION -- FACETS ON THE GEM: Brilliance Shining Through a Special School for the Gifted -- The History and Philosophy of the School -- Programs and Curriculum -- Emergent, Democratic Leadership -- Looking Forward -- REFERENCES -- PART II: THE HISTORY AND PHILOSOPHY OF THE SCHOOL -- CONSTANCY AND CHANGE IN PROGRESSIVE EDUCATION: The Roeper Philosophy of Self Actualization and Interdependence -- FROM THEORY TO PRACTICE -- DEVELOPING AN ALTERNATIVE EDUCATIONAL MODEL -- FROM HUMBLE BEGINNINGS TO BROAD VISTAS -- CURRICULUM IN ACTION: CONNECTING LEARNERS AND COMMUNITY -- REFERENCES -- APPENDIX A: TIMELINE OF THE ROEPER SCHOOL -- THE ROEPER PHILOSOPHY -- THE ESSENCE OF THE PHILOSOPHY -- OUR PHILOSOPHY OF EDUCATION IS A PHILOSOPHY OF LIFE -- THE PHILOSOPHY IS A WAY OF LIFE -- IT REPRESENTS A BASIC DEPARTURE FROM THE USUAL -- IT ORIGINATES FROM A COMBINATION OF IDEALISM AND REALISM -- ITS IMPLEMENTATION REQUIRES AN APPROPRIATE GOVERNANCE STRUCTURE -- Specific Goals -- Specific Skills and Attitudes -- THE ROLE OF LEADERSHIP -- OUR PROMISE TO CHILDREN -- FULFILLING THE PROMISE -- THE PHILOSOPHY REFLECTED IN THE PROGRAM -- IN CONCLUSION -- NOTE -- GROWING DEEP COMMUNITY ROOTS -- EMPOWERING THE GIFTED AND INTENSE CHILD -- GENERAL ATMOSPHERE OF A TRUE LEARNING COMMUNITY -- Educators Must Be Aware of the Emotional Intensity of Their Gifted Students -- Respect Is Both Necessary for and an Outcome of Close Authentic Relationships with Our Students -- Teachers and Other Adults in the Child's Life Have to Be Models of Intellectual Humility -- It Is Important to Downplay Competition as a Motivator -- Students Should Be Constantly Reflecting on How They Are Doing in Relation to Their Own Goals and Those of Teachers and Parents.

Cooperation, Good or Bad for Gifted Kids? -- Giving Them Choice over What They Learn Will Give Students More of a Sense of Control -- Service Learning -- Don't Let the Adults Take Over -- Question -- STUDENT-CENTRED, PROBLEM-BASED INQUIRY -- Transferring These Ideas from Roeper to Other Environments -- "THE MOST EXCITING MEETINGS": An Interview with Annemarie Roeper and A. Harry Passow -- A BRIEF HISTORY OF THE GIFTED CHILD INSTITUTE -- THE INTERVIEW WITH ANNEMARIE ROEPER AND HARRY PASSOW ON 11/12/1993 -- NOTES -- REFERENCES -- NURTURING THE GIFTED CHILD OR DEVELOPING TALENT? RESOLVING A PARADOX -- THE PROBLEM -- MY OWN JOURNEY -- RESOLVING THE PARADOX -- TOWARD AN AFFECTIVE CURRICULUM FOR TALENT DEVELOPMENT -- Cope and Grow: A Model of Affective Curriculum -- Proposition 1. -- Proposition 2. -- Proposition 3. -- Three Guideposts: Age, Domain, and Developmental Considerations -- Delineation of an Affective Curriculum by Stage -- Mode of Delivery and Pedogocial Strateg -- CONCLUSION -- REFERENCES -- IN THEIR OWN WORDS: Students Reflect on the Roeper Difference -- HOW IS ROEPER DIFFERENT? -- SUCCESS -- STUDENT-TEACHER RELATIONSHIPS -- CONFLICT RESOLUTION -- IN CLOSING -- ROEPER ALUMNI REFLECT ON LASTING LESSONS -- NOTES -- A PERSONAL TALE OF DEVELOPMENT AND GROWTH: The Inadvertent Influence of the Roeper School on a Scholar -- PART III: CURRICULUM AND PROGRAMS -- DIFFERENTIATION IN ACTION: THE INTEGRATED CURRICULUM MODEL -- OVERVIEW OF THE ICM MODEL -- Theoretical Underpinnings -- Application -- Research on the Effectiveness of the Integrated Curriculum Model -- Examples of Curriculum and Instructional Modifications, using the ICM -- Assessment Approaches in the ICM -- How Is Differentiation Addressed in the Model? -- CONCLUSION -- REFERENCES -- AN INTERDISCIPLINARY JOURNEY -- SOCIAL JUSTICE IN AN EARLY CHILDHOOD CLASSROOM -- LITERATURE REVIEW.

What Is a Social Justice Curriculum? -- SOCIAL JUSTICE FROM THE YOUNG CHILD'S PERSPECTIVE -- A JUST EARLY CHILDHOOD ENVIRONMENT -- Creating Classroom Community -- Literacy for Social Justice Messages -- The Project Approach -- INCLUSIVITY AND DIVERSITY -- SUMMARY -- ACKNOWLEDGEMENTS -- REFERENCES -- A VIEW FROM THE PRESCHOOL CLASSROOM: The Child's Role in Creating a Socially Just Community -- STANDARDS AND BALANCED ASSESSMENTS: Relationships to the Roeper School's Philosophy and Practices -- STANDARDS -- THE RELATIONSHIP OF STANDARDS TO THE ROEPER SCHOOL'S PHILOSOPHY -- ACCOUNTABILITY AND AUTHENTIC ASSESSMENT -- BALANCED ASSESSMENT SYSTEMS -- Formative/Interim Assessments -- Examples of Formative and Interim Assessments -- Formative and Interim Assessments at the Roeper School -- CONCLUSIONS -- REFERENCES -- COLLEGE COUNSELING AND THE GIFTED STUDENT -- THE NEED TO DEMYSTIFY THE COLLEGE ADMISSIONS PROCESS -- THE NEED TO PERSONALIZE THE COLLEGE SELECTION PROCESS -- REVERSING THE TREND FOR GIFTED STUDENTS -- A QUALITY BASED APPROACH TO COLLEGE INQUIRY -- THE GIFTED CHILD AND THE CHOICE PHASE -- Essay Writing -- Application Submission -- LIFE AFTER COLLEGE COUNSELING: HOW DO THEY DO? -- REFERENCES -- NEXT STEPS FOR ROEPER SCHOOL: Evaluation and Research -- DESCRIBING THE PROGRAM AS THE BASIS FOR EVALUATION -- Describing Roeper -- Collection of Other Key Data for Structuring an Evaluation -- USING THE DATA TO IDENTIFY FUNCTIONAL COMPONENTS OF THE PROGRAM, AREAS OF CONCERN AND EVALUATION QUESTIONS -- The Next Steps in Description -- Delineating the Resources, Activities and Outcomes of Program Components -- IDENTIFYING EVALUATION QUESTIONS -- Generation of Questions -- Narrowing the Scope of Questions -- DEFINING TERMS: KEY REFLECTION QUESTIONS FOR ROEPER -- DEVELOPING A WORK PLAN -- THE RESEARCH PARADIGM -- REFERENCES.

PART IV: EMERGENT, DEMOCRATIC LEADERSHIP -- DEVELOPING LEADERSHIP CAPACITY IN GIFTED STUDENTS FOR THE PRESENT AND THE FUTURE -- LEADERSHIP AS A TYPE OF GIFTEDNESS -- SELF-ACTUALIZATION AND INTERDEPENDENCE -- Definitions of Leadership -- THEORIES OF LEADERSHIP -- Trait Theory -- Leadership Style Theory -- Situational Leadership Theory -- The Social Change Model of Leadership Development -- Individual Values -- Group values -- COMMUNITY VALUES -- CHANGE -- ELIAS: A Theory U Inspired Model -- Sternberg's WICS Model of Leadership -- The Future Problem Solving Program (FPSP) -- WHAT DOES IT TAKE TO BE AN EMERGING LEADER? -- CHARACTERISTICS OF LEADERSHIP IN GIFTED YOUTH -- SCREENING AND IDENTIFYING STUDENTS GIFTED IN LEADERSHIP -- CURRENT RESEARCH ON LEADERSHIP DEVELOPMENT -- Authentic Assessment of Leadership in Problem-Solving Groups -- Using Visual Learning to Enhance the Leadership of Gifted Students -- Emotional Intelligence, Moral Judgment, and Leadership of Academically Gifted Students -- Building Leadership Skills in Middle School Girls through Interscholastic Athletics -- Leadership Skills of Gifted Students at the Secondary Level in a Rural Setting -- Trends in Creative Leadership Research and Implementations for Education -- Leadership Intervention Needs to be Cross Generational -- New Ways of Thinking about the Nature of Leadership and Leadership Development -- NEW WAYS OF THINKING ABOUT THE CLASSROOM OF TODAY -- WHAT IS A GLOBAL CITIZEN? -- A MODEL FOR DEVELOPING LEADERSHIP -- SISK MODEL FOR DEVELOPING LEADERSHIP GIFTEDNESS -- Teaching and Learning Models -- EXEMPLARY GLOBAL LEADERSHIP LESSONS -- Imagineland -- Activities: -- Extenders: -- Extenders: -- Images of Terroris -- Activity: -- Extenders: -- Endangered Cultures -- Activities: -- Extenders: -- Managing Communication Overload -- Activities: -- Global Leadership -- Extenders:.

LEADERSHIP: A SKILL THAT CAN BE TAUGHT -- Concluding Thoughts -- REFERENCES -- EMERGING LEADERS: Believing in Children and Building Leadership Capacity Over Time -- REFERENCE -- LEADERSHIP AT THE ROEPER SCHOOL -- PUTTING IT ALL TOGETHER -- Current and Future Challenges for Roeper Leadership -- FINAL THOUGHTS -- LEADERSHIP AT THE ROEPER SCHOOL THROUGH THE EYES OF AN INSIDER -- AUTHORITY-OR A LACK THEREOF -- Fort Quincy -- Columbine -- Changing Heads -- THE LEADERSHIP OF CONVERSATION IN THE REAL WORLD -- NOTE -- PROCESS AND VOICE -- OBSERVATIONS ON GOVERNANCE AT THE ROEPER SCHOOL -- PART V: LOOKING FORWARD: A MOST UNUSUAL, THOUGHT PROVOKING,TIME-TRANSCENDENT SCHOOL -- THE ROEPER SCHOOL IN THE 21ST CENTURY: Trends, Issues, Challenges, and Opportunities -- THE NATURE OF THE SCHOOL -- Differentiated, Personalized, Inquiry-Based, Interest-Based, Creative Exploration -- Democratic Ethos -- Emphases on Justice, Equity, and Altruism -- Honoring and Embracing Diversity -- Focus on the Future -- TRENDS, ISSUES, CHALLENGES, AND OPPORTUNITIES IN THE 21ST CENTURY -- Innovation-Driven, Rapidly Evolving, Knowledge Economy -- Unpredictable Technological Determinism and Integration -- Flexible, Fluid, Networked Organizations -- Shifting and Conflicting World Views and Values Frameworks -- Unprecedented Human Impact on the World -- The Prevalence and Persistence of Macroproblems -- The Emergence of Macro-Opportunities -- KNOWLEDGE, SKILLS, AND DISPOSITIONS REQUIRED FOR SUCCESSFUL NAVIGATION IN A COMPLEX 21ST-CENTURY ENVIRONMENT -- Knowledge and Skills -- HOW THE ROEPER SCHOOL FITS THE DEMANDS OF THE 21ST CENTURY -- Emphasis on the Whole Child -- Democratic, Individual-Community Integration -- Emphases on Justice, Equity, and Altruism -- Honoring and Embracing Diversity -- Personalizing and Differentiating Inquiry-Based Instruction for Creative Discovery of Interests.

Aiming Ahead.